44 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/15d769b6789628293459d772e0652000.jpg 7fca02c57575f788b7f48bd2b9e39166 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0944 Title A name given to the resource Portrait of J. W. Cameron Gray Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Gray, J. W. Cameron Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/59ff3ee1e8447e85c1d5b4c8c98ae7f4.jpg a4f9fe4b6f34469059a3f40ea4d41ebe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0945 Title A name given to the resource Portrait of Gerard J. Martin Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Martin, Gerard J. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3dc733ad3a21436d8cd6fdc2c25317ea.jpg 85919bc3fe96ceb2cef7f21008c49bb0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0946 Title A name given to the resource Portrait of William Baliff Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Baliff, William Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1195ee27be3dc89780cfd79c584e3f0c.jpg 145195f07b1b92aa1f0a15d6f1e60aba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0947 Title A name given to the resource Portrait of William Darkey Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Darkey, William Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e29035b388a6ea1db6073fe69b5c800e.jpg a537a32a352044fbfd124f4246f666ca Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0948 Title A name given to the resource Portrait of W. Boswell Childs Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Childs, W. Boswell Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1d1a0daa0f6466451d2403dbe30491ab.jpg 14f504b0530d91d369e0f56a19649243 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0949 Title A name given to the resource Portrait of Alexander L Slafkosky Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Slafkosky, Alexander L Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2c91d9b8242d588683bea3c74ea82f9c.jpg 89f5e3a6b0d463d32cc31ac4597e20d9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0950 Title A name given to the resource Portrait of Robert S. Thompson Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Thompson, Robert S. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/005a3ad8f8ecf9c47b85c0e1c93caa99.jpg 26d0af82a8c58e8fae74eb40bb082020 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0951 Title A name given to the resource William Huttlinger, Ernest J. Heinmuller and Tutor James S. Martin Seated in Discussion Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Heinmuller, Ernest J. Huttlinger, William Martin, James S. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/49a6aaa594f91c37ac78788addc003db.jpg d0190e67f9b97cb1476a8a946029b641 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1002 Title A name given to the resource Two Students Seated at a Piano during the Old Clothes Dance in Iglehart Hall Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource The Irwins Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Iglehart Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dd86cddd5d80003d1ca7a3dab878c61a.jpg a1e643b6890d10868c36d322b09bd845 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1003 Title A name given to the resource The Old Clothes Dance in Iglehart Hall Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource The Irwins Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Iglehart Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/44830583193de42318aadeb6b644bb21.jpg 1da485a09ded240d34dece45208d78c7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1908 Title A name given to the resource Group Portrait of the St. John's College Class of 1942 on the Porch of McDowell Hall, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Group Portraits Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/58cb6c3b555bd48d746226c1d4f06824.jpg 9d3a48c3a0fbde5bb709b9c1da684c6a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1909 Title A name given to the resource Group Portrait of the St. John's College Class of 1942 in front of Randall Hall, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1942 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Group Portraits Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Randall Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bb9c1405bcdb38fd7ca29d030c576624.pdf f4dc4281455ea69c3e4102b606ceef26 PDF Text Text ST ·. JOHN ' S COLLEGE Song Recital Miss Constance Sullivan FRIDAY, JANUARY 9, at EIGHT O' CLOCK IGLEHART HALL �Program I C. P. E. Bach Three "Geistliche Lieder' ' Morgengesang: My first thought is one of thanksgiving and praise to God. Gethsemane: 0 see bow our Lord suffered in Gethsemane, and how through His sorrow He sweetens our last moments. Der Fruehling: Nature awakens to n ew life in the spring, and all creatures sing praises to heaven once more. Schubert An die Musik An invocation to music in gratitude for its power to lighten our darker moments. Die Post Schubert Hear the post horn in the street! Why do you leap so, my heart? Do you not know there can be no letter for me? Would you find out how it fares with our lost love? II Wolf Anakreon's Grab In this peaceful spot where roses bloom and the turtle dove lingers, what grave is here? It is Anakreon ' s rest, where the poet lies forever sheltered from the winter's cold. Wolf Der Gaertner The gardener sighs to the fair princess riding by, " 0 toss me a feather from thy rose-coloured cap. In return thou shalt have a thousand-nay , all the flowers in my garden!" Pieta-from the "Marienleben" Hindemith Now is my sorrow complete, now is my heart like stone. I know but one thing: Thou didst grow and grow only to endure pain beyond my heart 's understanding. Now thou liest across my lap and I can no longer bear tbee. Vom Tode Maria-from the "Marienleben" Hindemith And the Angel standing by the Virgin's tomb said to the Apostle Thomas: Wouldst thou not know where she is for whom thou mournest? See where she once lay there flows a light brighter than sunshine. Does it not amaze thee bow gently she is arisen? Nothing is disturbed. Behold, the heavens tremble. Man , kneel down , and look on me, and sing! INTERMISSION �Program III L ' Echelonnemen t des Haies D ebuss y The hedges stretch away to the cle~r and shining sea. How good the young shrubs smell. Trees and windmills surroun d the soft green meadows whe re colts and lambs are frolicking. Soon the waves will break gently, shaped like bells-flutelike ben ea th a milky sky. Romance D ebussy W here have the winds of li fe now blown th ee, 0 fragrant sou l of mist and sorrow? Does there not linger a faint perfum e of thy bea uty, fidelity and peace? Attributs-from "Poemes de Ronsard " Poulenc To Ceres belongs the corn, to Phoebus the laurel, to Minerva the olive. Soft sou nds are sacred to the Zephyrs, swee t waters to the Nymphs, and flowers to Flora; but all care and sorrow are sa cred to Cytherea. Invocation aux Parques Poulenc I swear to love you all my life, Sylvia; so Fates, I pray you let my life be lon g. La Belle Jeunesse Poulenc One needs must love but need not man y, Too easy ' tis to flirt and dall y, Youn g men love one or else love many But if you ' re wise, don ' t m arry any! Lttllaby T chaikowsky Someone said unto the fool Tchaikowsky So me one t ries in vain to turn a drunken foo l away from the tavern and send him to the brook to sober up. Two Poems by James Joyce Nabokov Sleep Now Alone ( T o be sun g w ith out pause .) In vain I fly Nabokov I wou ld fl ee to Zion ' s sacred height , but sm pu rsues m e as relentlessly as a li on stalkin g its p rey. Paul M eyer at the p1ano � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe. Click on <a title="Playbills & Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills & Programs Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 3 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Song Recital Date A point or period of time associated with an event in the lifecycle of the resource 1942-01-09 Identifier An unambiguous reference to the resource within a given context Bx1-28 Description An account of the resource Program of Constance Sullivan (vocalist) and Paul Meyer (piano) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eb9dc0bef97496b79163bf22cb5e18e2.pdf 9ab34b57f771b34a11de936ddfe84c8f PDF Text Text AMERICAN RED CROSS BENEFIT Concert IGLEHART HALL March 1st, 1942 \ \- u~ Program ~H OVERTURE TO IMPRESSARIO Mozart TWO MOVEMENTS OF CONCERTINA FOR CLARINET Introduction Finale Soloist : CosrMo ABAT O Carl Maria von W eber SUITE FOR STRINGS IN D Rondeau Slow Air Air Minuet H enry Purcell CHORUS NO BLADE OF GRASS CAN FLOURISH - - Wilh elm Friedmann Bach THREE ENGLISH FOLK SONGS: Gossip Joan I Love My Love Swansea Town SYMPHONY NO. 2 IN D Adagio Allegro Andante Minuetto Allegro- Trio Allegro Spiritoso arr . Geoffrey Shaw arr. G. T. Holst arr. G. T. Holst Josef Haydn St. John's Community Orchestra and Chorus NICOLAS NABOKOV, Conductor � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe. Click on <a title="Playbills & Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills & Programs Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 1 page Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource American Red Cross Benefit Concert Date A point or period of time associated with an event in the lifecycle of the resource 1942-03-01 Identifier An unambiguous reference to the resource within a given context Bx1-29 Description An account of the resource Program of the American Red Cross Benefit Concert. Performers include St. John's Community Orhcestra and Chrous with conductor Nicolas Nabokov Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Nabokov, Nicolas, 1903-1978 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c44c9ad7c9a937b1604c9d56daa56ee7.pdf d2f2ada2498b761af372f39986210fab PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS �'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE SEMINAR FOR 1941-1942 ~c LANGUAGE TUTORIAL "-.:; ANNAPOLIS, MARYLAND APRIL, 1942 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BoARD OF V1s1T0Rs AND GovERNORS. . . . . . . . . . . . . . . . . . . . OFFICERS OF ADMINISTRATION. . . . . . . . . . . . . . . . . . . . . . . . 1. A four-year, all-required course containing no electives. 2. Aimed at initiating in the student skills of learning in languages, mathematics, and abstract thinking that are necessary in anything he may choose to do for the rest of his life. 3. Available to applicants who pass the St. John's entrance examinations, regardless of their possession of high school credits. 4. Therefore not accelerated or compressed but rather available to students at a~ earlier age to permit completion of thei: liberal ~~ucation before they are sub1ect to nuhtary service. St. John's College has no graduate or professional schools and offers only the Bachelor of Arts degree. 6 8 FACULTY .......................................... This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: 4 9 THE ST. JoHN's PROGRAM On College Catalogues .......................... . Why a College Education Should Be Liberal ....... . The Crisis in Liberal Education ................... The Liberal Arts ............................... . The Classics as Teachers ........................ . Science and the Modern World .................... The Curriculum ................. . The Language Tutorial. ....... :::::::::::::: The Mathematics Tutorial .................. . The Seminar .............................. . The Formal Lecture ........................ . The Laboratory ........................... . The Schedule . ................................ . The Faculty .................................. . Academic Standing ............................ . The Degree of Bachelor of Arts .................. . A List of Great Books .......................... . In Chronological Order ..................... . By Years ................................. . By Subject Matter ......................... . RESIDENCE AND ACTIVITIES ........................... How TO APPLY FOR ADMISSION ...................... . FEES ............................................. FINANCIAL Arn APPENDIX A, HISTORY OF THE COLLEGE. . . . . . . . . . . . . . . . . APPENDIX B, THE DEGREE OF BACHELOR OF ARTS . . . . . . . . APPENDIX c, INTERCOLLEGIATE ATHLETICS......... . . . . . APPENDIX D, THE COLLEGE AND THE WAR. . . . . . . . . . . . . . . BIBLIOGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM...... STUDENTS ENROLLED IN ST. JoHN's PROGRAM............ INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 15 15 17 18 19 22 23 26 27 28 29 30 34 36 38 39 42 42 44 45 46 52 54 56 60 66 70 73 77 79 83 �COLLEGE CALENDAR COLLEGE CALENDAR 1941-1942 1942-1943 1942 1941 September 17-20 ............. Annual Examinations September 16-19 ... Annual Examinations September 20 ................ Registration September 19 ... Registration September 21 ................ Convocation September 22 ................ First Term begins September 20 .............. Convocation November 20 ................ Thanksgiving: holiday December 20 ................ First Term ends (Vacation begins 12 noon) December 19 ................ First Term ends (Vacation begins 12 noon) September 21 ............. First Term begins December 28 ........ Second Term begins (Vacation ends 9 A.M.) 1942 January 5 ................... Second Term begins (Vacation ends 9 A.M.) February 22 ................. Washington's Birthday (Holiday) March 21 ................... Second Term ends (Vacation begins 12 noon) March 30 ................... Third Term begins (Vacation ends 9 A.M.) June 6 ...................... Third Term ends June 7 ...................... Baccalaureate Sunday June 8 ...................... Class Day June 9 ...................... Commencement CALENDAR JANUARY S Ill 1 W I f $ .••••••• 1 2 3 4 5 6 7 8 910 11121314151617 18192021222324 25 26 27 28 29 30 31 APRIL IFOIR. 5 6 ; S M I WI 8 91011 March 6 May 22 ..................... Third Term ends (Vacation begins 12 noon) May 23 ..................... Baccalaureate Sunday May24 S 5 6 7 8 9w11 ~ ..................... a~sD~ May 25 ..................... Commencement For the duration of the war the College will not observe Thanksgiving Day, New Year's Day, and Washington's Birthday as holidays. • OCTOBER f ~234 ............... Second Term ends (Vacation begins 12 noon) March 15 ................... Third Term begins (Vacation ends 9 AM.) 1942 JULY S Ill I W I f S •••••• 1 2 3 4 •••••• 1943 MI WI •••••• f S 123 4 5 6 7 8 910 12131415161718 12131415161118 11121314151617 19202122232425 19202122232425 18192021222324 26 27 28 29 30 • • • • 26 21 26 29 30 31 • • 25 26 27 28 29 30 31 s CALENDAR JANUARY Ill i w 'If f s 1 2 ·3 ·4 ·5 "6 ·7 APRIL $ M i W i I' ·4 ·5 ·;; '1 8 9 10 11 12 13 14 15161718192021 22 23 24 25 26 27 28 .. •• •• •• • • •• .. .. • • ~~~~~ .. • • 1 2 3 4 5 6 1 8 91011121314 151611rn19 20 21 22 23 24 25 26 27 28 29 30 31 • • • • • • • • MAY AUGUST . . . . . . . . . . 12 •••••••••••• 1 3 4 s s 1 a 9 2 3 4 5 s 7 s NOVEMBER 1234567 a 91011121314 10111213141516 9101112131415 15161718192021 17181920212223 16171619202122 22232425262728 24 25 26 27 28 29 30 23 24 25 25 27 28 29 29 30 •••••••••• ~3_1~·-·~·J-· U.:_·~:_~:_·....:·.::.·:.:.";;,.•l-'3_;;0_;;3.:_~E.:_·~:...TE:.::•~....:·B:.:.•E.::.~;;,.·:.::·':..c1_:·:.:·....:·.:...·.:..."::...:..::•·:....:·:..:.·....::.·.:...·..::":..1 2 3 4 5 6 7 8 910111213 141515111019 20 21 22 23 24 25 26 27 28 29 30 • • • • • • • • .. • • 1 2 3 4 5 6 1 8 9101112 1n41s 1s 111a 19 20 21 22 23 24 25 26 27 26 29 30 .. • • .. 4 ••• ?Ef E~BJR4 5 6 7 8 9101112 13141515111s 19 20 21 22 23 24 25 26 27 28 29 30 31 •••• 1943 JULY s S M I Wi ·4·5·5·7 1 8 1 2 3 8 910 8 9 10111213141516 11121314151617 17 18 19 20 21 22 23 18192021222324 24 25 26 27 28 29 30 25 26 27 28 29 30 .. 31 •••••••••••• C9<>~~~o<>e~~<>GO FEBRUARY 1 2 3 4 5 6 7 FOR G OCTOBER I' $ 2 3 s Ill T W 1 ·3 '4 ·5 ·;; f s 1 2 '1 3 9 910 1i 121314161617 10 n 12 13 14 15 rn 18192021222324 11181920212223 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 . • • • . • . . . . . . • • o • o " o o o <> e ~ ~ Q MAY AUGUST NOVEMBER !FEBRUARY 1 ~ 2 3 11 6 6 7 1 2 3 4 5 5 1 2 3 4 5 6 8 91011121314 7 8 9 10 11 12 13 7 8 910111213 ·2 ·3 ·4 ·5 ·;, ·7 8 14151617181920 9101112131415 15161718192021 "!41516H181920 21 22 23 24 25 26 27 16171819202122 22 23 24 25 26 27 28 21 22 23 24 25 26 27 28 . . . . . . . . . . . . 23 24 25 26 27 28 29 29 3031 .... °' •• 28 29 30 . . . . . . . . • . • • • '" • .. Q. ...... 3031 .••••••••• • e ~ o o • e ., ~ ~ ~ ~ SEPTEMBER ., c " ~ ~ .. ~ • ~ ~ ... ~ ., 0 4 " DECEMBER 1 2 3 4 1 2 3 4 7 8 910 n 1213 8 91011 '5 '6 1 8 910 11 1415161711319 20 13141516111819 12131415161718 12131415161718 21 22 23 24 25 26 21 20 21 22 23 24 25 26 19 20 21 22 23 24 25 19 20 21 22 23 24 25 28293031 . . . . . . 27 28 29 30 ••••.• 26 27 28 29 30 .... 26 27 28 29 30 31 •• MARCH 1 2 3 4 5 6 ·;; ·1 JUNE 1 2 3 4 5 8 9101112 ·5 ·;, ·7 s �:\ DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. BOARD OF VISITORS AND GOVERNORS Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. HENRY F. STURDY, Professor, United States Naval Academy, Annapolis, Maryland. MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'CoNoR, Governor of Maryland, Annapolis, Md. ARTHUR H. BRICE, President of the Senate, Betterton, Md. . THOMAS E. CoNLON, Speaker of the House of Delegates, Baltimore, Md. JUDGES OF THE COURT OF APPEALS CARROLL T. BoND, Chief Judge .............. Baltimore, Md. BENJAMIN A. JoHNSON, Associate Judge ....... Salisbury, Md. EDWIN S. DELAPLAINE, Associate Judge ....... Frederick, Md. STEPHEN R. COLLINS, Associate Judge ...... Chestertown, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ......... LaPlata, Md. WILLIAM H. FORSYTHE, JR., Associate Judge. Ellicott City, Md. D. LINDLEY SLOAN, Associate Judge ........ Cumberland, Md. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. CoLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT BucHANAN, Dean, St. John's College, Annapolis, Maryland. BEARDSLEY RuML, Treasurer, R. H. Macy & Company, Broadway and 34th Street, New York City. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. 6 7 �FACULTY* OFFICERS OF ADMINISTRATION STRINGFELLOW BARR ..................... 139 Market Street PRESIDENT STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph. D ........... 11 McDowell Hall ASSISTANT TO PRESIDENT ]AMES S. MARTIN, B. A., J. D ............. 14 FELLOW AND PRESIDENT McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl&me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modem European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. FELLOW AND DEAN ASSISTANT DEAN RAYMOND WILBURN, B. S., M.A. ......... 14 McDowell Hall TREASURER KENT CAMPBELL, B. A. ................. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................. 11 McDowell Hall ScoTT BucHANAN .................. 248 King George Street B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. TUTORS LIBRARIAN LuLu VIOLA EBAUGH ...................... Woodward Hall DIRECTOR OF ADULT EDUCATION OLGA LAW PLUNDER, Ph. B. ............... McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S.................. Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. D.......................... Infirmary ARCHITECT WILLARD E. STAINBACK, B. S. in ARCH ....... McDowell Annex GEORGE ALTHOFF BINGLEY ..................... Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD KuEHNEMUND .............. 235 King George Street Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 1929-39. Tutor, St. John's College, 1939-. SUPERINTENDENT OF BUILDINGS AND GROUNDS MALCOLM L. BucKLEY, B. A. . . . . . . . . .... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut 8 HERMANN BERNHARD. . . . . . . . . . . . . . . .... 1309 Poplar Street "Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph. D., University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-25; Assistant Professor of Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-39. Tutor, St. John's College, 1939-. *Cf. pg. 36. 9 �10 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FORD KEELER BROWN . . . . . . . . . . . . . . . . 243 King George Street B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's Col!ege, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD. ]AMES STEWART MARTIN . . . . . . . . Wilson Road, Weems Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 193 7. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-3 7; Assistant Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-. . . . . . . . . 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-. WILLIAM HENRY BAYLIFF . . . . . . . . . . . . . . . . . 82 Conduit Street B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in Zoology, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. John's College, 1930-39. Tutor, St. John's College, 1939-. JoHN SPANGLER KIEFFER . . . . . . . . . . . 245 Prince George Street B. A., Harvard College, 1927, as of 1926; M.A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 192 7-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-. GEORGE HAROLD McFARLIN . . . . . . . . . . 101 Monticello Avenue B. A., 1925, M.A., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-39. Tutor, St. John's College, 1939-. TENCH FRANCIS TILGHMAN . . . . . . . . . . . . . 36 Maryland Avenue B. A., 1928, M.A., 1930, Ph.D., 1933, University of Virginia. Instructor in English, University of Virginia, 1929-33. Instructor in English, St. John's College, 1934-39. Tutor, St. John's College, 1939-. RoBERT CATESBY TALIAFERRO . . . . . . . . . . . 2 . .. 96 Cathedral Street B. S., College of the City of New York, 1930; M.A., 1931, Ph.D., 1934, Columbia University; Fellow, The Institute for Advanced Study (Princeton, New Jersey), 1935-37. Teaching Fellow in Physics, College of the City of New York, spring, 1930; Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. John's College, 1937-. Cumberland Court B. A. with Final Honors, University of Virginia, 1928; Certificat d'etudes superieures en philosophie generale, et certificat d'etudes superieures en histoire de la philosophie, Univ. de Paris, 1932; Ph.D. in philosophy (with minor in mathematics), University of Virginia, 1936. Assistant d'anglais au Lycee de Rochefort, France, 1928-29. Fellow in philosophy, University of Virginia, 1934-35. Assistant in philosophy, University of Virginia, 1935-36. Assistant to Professor Mortimer Adler in the special pre-legal course, University of Chicago, and Member of the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, 1937-. CHARLES GLENN WALLIS, 30 Wendell Street, Cambridge, Mass. B. A., University of Virginia, 1936. Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Tutor, St. John's College, 1937-38. Editor, St. John's College, 1938-. wIL LIAM B. A., Chicago, Chicago, 1937-38. . . Brice House GORMAN .. ' ... ' .. ' ' ... ' . University of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. JACOB KLEIN. . . . . . . . . . . . . . . . . . . . . . . .. 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. GEORGE GAINES LECKIE . GEORGE CoMENETZ . . . . . . . . 11 . Brice House B. S., 1928, M. S., 1929, Ph.D., 1933, University of Virginia. Instructor in Philosophy, University of Virginia, 1930-31, 1932-34. American-German Exchange Fellow, University of Hamburg, 1931-32. The Sterling Fellow in Philosophy, Yale University, 1934-35. Assistant in Philosophy, University of Illinois, 1935-36. Assistant Professor of Philosophy, University of Kentucky, 1936-37. Associate Professor of Philosophy, Elmira College, 1937-38. Assistant Professor of Philosophy, St. John's College, 1938-39. Tutor, St. John's College, 1939-. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 13 . 145 Prince George Street RAYMOND NEIKIRK WILBURN .................. Brice House BERNARD MANN PEEBLES ...... . B. S., 1935; M.A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-. B. A., 1926, University of Virginia; M.A., 1928, Ph.D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-. ELLIOTT CooK CARTER, ]R ................... St. Margaret's B. A., 1930, M.A., 1932, Harvard College; student with Nadia Boulanger, Paris, 1932; Licence de Contrepoint, Ecole Normale de Musique, 1935. Tutor and Director of Music, St. John's College, 1940-41. Tutor, 1941-. JosEPH WINFREE SMITH ............ 176 Prince George Street JOHN OTTO NEU STADT ............. 248 Prince George Street B. A., St. John's College, 1939. Tutor, St. John's College, 1940-. WILLARD EDWARD STAINBACK ................. Brice House B. S. in Architecture, University of Virginia, 1928; Certified Architect in Virginia. Tutor and Superintendent of Buildings and Grounds, St. John's College, 1940-41. Tutor and Architect, 1941-42. 3. A., 1934, M.A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. CHARLES EDWIN V AYNE .................... Pinkney House B. A., 1941, St. John's College. Tutor, St. John's College, 1941-. LECTURERS KENT CAMPBELL ............................ Brice House MoRTIMER ADLER .............. 20 Cedar Street, Chicago, Ill. 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. THOMAS LANSDALE HILL. . . . . 176 Prince George Street ALEXANDER MEIKLEJOHN ... B. A., 1941, St. John's College. Tutor and Athletic Director, St. John's College, 1941-. . .... 1525 La Loma Avenue, Berkeley, Calif. B. A., 1931, M. S., 1933, Lehigh University, Ph.D., Massachusetts Institute of Technology. Teaching Fellow, Lehigh University, 1931-33, Teaching Fellow, Massachusetts Institute of Technology, 1933-36. Assistant Professor of Physics, Montana State College, 1937-38; Associate Professor of Physics and of Horticulture, Montana State College, 1938-41. Tutor, St. John's College, 1941-. Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-. N1coLAS NABOKOV ....................... 1413 West Street MARK State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, ]941-. A. B., 1914, A. M., 1915, University of Illinois; Ph.D., Columbia University 1920. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-. HARRY CHARLES KELLY ...... Monroe Street, West Annapolis VAN DOREN ....... 393 Bleecker Street, New York City �14 CATALOGUE OF ST. JOHN'S COLLEGE PRESIDENT EMERITUS THOMAS FELL .......................... Ruxton, Maryland Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sydney College, 1889, University of Pittsburgh, 1912, William and Mary College, 1921; D. C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. PRESIDENT EMERITUS ENOCH BARTON GAREY .................. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER ....... Bembe's Beach, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. PROFESSOR EMERITUS OF BIOLOGY REGINALD HEBER RIDGELY .......... 2108 Mt. Royal Terrace, Baltimore, Md. B. S., 1895, M.A., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-39. PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL ..................... Baltimore, Md. B. L., and B.Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in numbers of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people who want an education. It would be convenient and truthful to announce the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, " Cf. Appendix A. 2 15 �16 CATALOGUE OF ST JOHN'S COLLEGE knowledge, and useful literature because such in.stitut.ions a~e of the highest benefit to society. In an aristocratic soCiety this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are CATALOGUE OF ST. JOHN'S COLLEGE 17 allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should protect themselves from the drag of the immediate utilities and schools of vocational training which minister directly to them. Such institutions, together with the public schools, are the spiritual strongholds of the democratic state which watches over and insures the enterprises of free men. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the principle of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialise The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its cour~es, and became timidly and fanatically preparatory. In accedmg to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. �18 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modern equivalent. That is what St. John's College decided to do in 193 7. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean young men who are capable of learning. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modem subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy making the quadrivium. In the center and foreground stands a pair of chemical balances which represent the instruments of the modem scientific laboratory, where the liberal arts are being practised at their best and fullest in the modem world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. We recognize the necessity of having special methods for special subject matters, and that is an elementary point in the teaching of the liberal arts, but the unity and organization of methods in the habits of a man and his intellectual and practical relations with the world are left to chance. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision and facility in this most human of all human actions. The formulation of alternatives for such choice is the highest 19 THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 42. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books have been chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list has been under criticism and testing by teaching and learning experience during this period, and that process continues under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing languages and mathematics for reasons �20 CATALOGUE OF ST. JOHN'S COLLEGE that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exen1plify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees iL The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally viola"ted in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ar.nbiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia sever~l distinct, complete, and independent meanings, each allowmg the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a g~e~t book ~h~ll be honest about the limits of its powers cf expos1t1an, adn11tt1ng the paradoxes my~steries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination CATALOGUE OF ST JOHN'S COLLEGE 21 to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form and matter, substance, tragedy, and God extend, moderate, and balwce the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Westem World. It is this thread that the elective system lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to �22 CATALOGUE OF ST. JOHN'S COLLEGE construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. Jo.hn's College has more required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For this purpose we have set up a four-year laboratory in m2thematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the CATALOGUE OF ST. JOHN'S COLLEGE 23 drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. All this provides the material and intellectual background for the modern study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross and agree that the proper study of mankind is man. This point is represented in many of the books, and also in the person of the college physician who not only cares for the physical well-being of the students, but who also teaches in the classes and directs the work of the laboratory toward a medical humanism. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is the production of good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for doing this in four thirty-week sessions of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 42 to 45 the reader will find three listings of the books. �24 CATALOGUE OF ST. JOHN'S COLLEGE The first shows the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, Veblen and Young. This represents the required readings for the four years and implies further readings in secondary books as well as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four years of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science on the one hand and on the other hand those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. The St. John's student reads all of the list. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books written for the most part CATALOGUE OF ST. JOHN'S COLLEGE 25 in Latin and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This arrangement was made not because of any underlying theory about recapitulations of history, but it happens to catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational media. We may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and re-integrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to re-assimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them respectively Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar and the laboratory come perhaps nearest to the immediate educational end which we are aiming at, while the tutorials and lectures make secondary contributions. The picture will be clearer if we take them up in inverse order. �26 CATALOGUE OF ST. JOHN'S COLLEGE The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and thought. The second term is concerned with various kinds of translation from important texts in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects CATALOGUE OF ST. JOHN'S COLLEGE 27 are in sustained powers of imagination and therefore m mcreased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay· and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on �28 CATALOGUE OF ST. JOHN'S COLLEGE speculation but upon the literary and scientific imagination. Again the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, almost all of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. CATALOGUE OF ST. JOHN'S COLLEGE 29 The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the College faculty give the rest, no single lecturer giving more than three during the year, Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university class-room. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. LECTURES FOR 1939-40 September 29 .. The Liberal Arts and the Black Arts . ...... Scott Buchanan October 6 .... . Rhetoric .......... , ........... , ....... James S. Martin October 13 .... Grammar ............................. Stringfellow Barr October 20 .... Logic and Dialectic ..................... , Raymond Wilburn October 27 ... .Symbols ............................... Edgar Wind Warburg Institute, London November 3 ... Limits ................................ Edward Kasner Professor of Mathematics, Columbia University November 10 . . Shakespeare's "Agamemnon" ............. Ford K. Brown November 17 . . Power ................................ John S. Kieffer December 1 ... Politics: The State ...................... Mortimer J. Adler December 8 ... Se11iinar Dialectic ...................... Scott Buchanan December 15 .. The Discovery of the Earth by the Greeks .. J. K. Friedl2.nder The Johns Hopkins University January 5 ..... The Poetics ............................ Richard Scofield January 12 ... . Hippocrates ........................... Ludwig Edelstein Institute in the History of Medicine, The Johns Hopkins University �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE LECTURES FOR 1939-40-Continued 30 The laboratory is primarily in charge of an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. The following is a list of Laboratory Exercises by years. It is based on a schedule which has actually been followed but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. January 19 ... . Four Commentators on Aristotle's "Logic". Richard P. McKeon Dean, Humanities Division, University of Chicago January 26 .... More Limits ........................... Edward Kasner Professor of Mathematics, Columbia University February 2 ... . Galen ................................. Owsei Temkin Institute in the History of Medicine, The Johns Hopkins University February 9 ... . Passion, Fate, Knowledge ............... . Jacob Klein February 16 .. . Measurement .......................... Scott Buchanan February 23 .. . Authority and the Types of Regimes ....... Mortimer J. Adler March l ...... Drama: Moliere's Tartuffe ............... King William Players March 8 ...... Greek Chess ........................... John S. Kieffer March 15 .... . Rabelais .............................. Albert Jay Nock March 22 ..... Dante, Ce1·vantes, and the lYlannerheim Line ................................ James S. Martin April 1 ....... The Classics and World Politics . .......... Heinrich Bri.ining April 5 ...... . Hogarth and Swift ...................... Edgar Wind Warburg Institute, London April 12 ...... Geometry and Nature . .................. Edward Kasner Professor of Mathematics, Columbia University April 17 ...... Bible Reading .......................... Alexander C. Zabriskie Dean, Virginia Theological Seminary April 19 ...... Religion, Economics, Politics . ............ Mortimer ]. Adler April 26 ..... . Milton ................................ Mark Van Doren Professor of English Literature, Columbia University May 3 ........ Comenius and Locke . ................... Alexander Meiklejohn May 10 ...... . Human Equality ....................... Jacques Maritain May 15 ...... The Demonstration of Democracy . ........ Mortimer ]. Adler May 17 ...... . Speculative Thinking in Medieval Music ... Manfred F. Bukofser May 24 ....... Matthew Arnold ....................... Alexander Meiklejohn June 5 ........ Thucydides ............................ Stringfellow Barr The Laboratory The scientific laboratory is perhaps the most unique institution in the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to take specialists in the sciences, to reeducate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. FIRST YEAR l. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR 1. Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 3 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 31 �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-Continued 8. Perspective projection 9. Focal points and light (floating paraboloid) 10. Parametric equations of ellipse 11. Conics as four line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 15. Celestial machines 16. Celestial machines 17. Sun and moon 18. Gilbert's De M agnete 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Music Music Music Copernicus Kepler Prism colors and dispersion Chromatic aberration of a lens Geometrical characteristics of Iceland spar Double refraction Double refraction of polarized light Speed of light Fluid pressure THIRD YEAR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Power of the vacuum Strength of beams Strength of beams Strength of beams Falling bodies Projectiles Sheep heart Blood vessels of cat Matter: crystalline state Blood vessels of cat Boyle's law Living heart in frog and turtle Matter: liquid and gaseous states Smaller blood vessels in living frog Urogenital system of male cat Water and its properties, distillation Dogfish shark and aquatic vertebrates Surface tension Dogfish shark and aquatic vertebrates Dogfish shark and aquatic vertebrates Electrostatics Electrolysis of water, Faraday's laws Electrolysis of water, equivalent weight Rigid body equilibrium Conservation of mass; filtration, reduction with charcoal Compound pendulum Lavoisier on calcination and combustion; oxygen Atwood's machine Chemical reactions Conservation of momentum Centripetal force Hydrogen, acids, oxidation and reduction 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's atomic theory 35. Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avogadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmosis 40. Magnetic fields 41. Sodium chloride: the active metal sodium 42. Sodium chloride: the active nonmetal chlorine 43. Standard units in chemical reactions. Chemical notation, equations, formulae 44. Faraday's laws of electrolysis 45. Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Reduction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts in aqueous solution. Neutralization 49. Electromagnetic induction 50. Ionization 51. Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56. Music 57. Music 33 FOURTH YEAR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Fabrics of the animal body Magnetic measurements Fabrics of the animal body Law of magnetic forces Fabrics of the animal body Standard measures of electric current Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body The structure of the atom Law of mass action Diffraction, interference Chemical equilibrium Diffraction grating Carbon and its compounds: I: the paraffins II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. 28. 29. 30. 31. 32. 33. 34. Hydra Hydra Genesis of animals Genesis of animals Genesis of animals The Protozoa-animal taxonomy The Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pomage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyalcohol Potentiometer, thermocouples Ethers, acid anhydrides, hydroxyacids Electromagnetic induction Carbohydrates (sugars, starch, cellulose) Joule's electric heat Isocyctic, aromatic hydrocarbons; Cyclo-olefins, -paraffins Fourier's heat analysis The Fifth Group of the Periodic Table Ammonia, amines, amino-acids, proteins Music Music Music 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. The distribution of exercises m the conventional subject matters follows: A .................... Astronomy B .................... Biology C .................... Chemistry D .................... Drawing G .................... Geometry M .................... Music P .................... Physics A I 2 3 4 1 8 0 0 9 B 3 3 9 D 25 2 3 0 0 40 5 G 8 5 0 0 13 3 3 3 p 12 8 23 10 13 53 M 4 c 0 0 22 12 34 Total Laboratory hours 501. The topics selected from the conventional subject matters follow. For further information concerning standards, see Ap~endnc B on Degree Requirements, page 66. �34 CATALOGUE OF ST JOHN'S COLLEGE Astronomy.· Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart and blood vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals· The Protozoa-animal taxonomy; Heredity in the pomage fly. Drawing: Orthographic projection; Perspective projection. Geometry: To Euclid: 8; to Apollonius: 5. Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Group of Periodic Table; Ammonia, proteins. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students the same year are reading the same books at the same time the same immediate preparation. This may be the week that "all Greek to me" look is on freshman faces they are learning the Greek alphabet; or it may be the weeks that they are meeting Greek algebra in the fifth of Euclid's Elements; or it may be the first assignment Thucydides when the seminar leaders are wondering if students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a schedule marks and emphasizes. There is a calendar for four years divided according to subject matters and learning; there is a calendar for the year, there is a for the term and for the week. Each morning for five days of the week each student one hour in a language tutorial and one hour in a tutorial. One afternoon a week each student spends three in the laboratory during the first two years; in the last years, two afternoons a week. Two evenings from eight to each student attends a seminar in organized conversation discussion of the scheduled readings. On one or two there are formal lectures. Nineteen or twenty hours per CATALOGUE OF ST. JOHN'S COLLEGE 35 are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for ten minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are recorded in these don rags, but they are not the center of interest, as is shown by the fact that the student is invited to report on himself or to inquire about his case. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of June. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The dose organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. �36 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat: Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Freshmen, Sophomores (Lecture) for Juniors, Seniors Seminar Formal Lecture At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel According To St. John, in Greek and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Gilbert: On the Magnet Lavoisier: Elements of Chemistry Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology THE FACULTY Part of the intention of the elective system since the tim of its introduction at Harvard has been to encourage the com bination of teaching and research in each member of the faculty The principle is that the teaching mind must be a learnin mind, and therefore good teaching demands continued learn ing. This has come to mean in academic practice that th good teacher must be making original contributions to knowl edge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first prin ciples and making another application of them. Learning is co-operative enterprise and it is best carried out when perso at different stages of comprehension work together. The typic learning situation at St. John's involves ten or twelve learner First in the learning line come the author-teachers, the write of the great books, who are talking in most cases at the hi point of their own learning. Next comes the reading and tal ing teacher who is a member of the faculty: his stage of learni is somewhere between the author and the best student. The then follow the other students at distances proportional to th degree of understanding. The old-fashioned ranking of class in the little red schoolhouse is the image that we have in min 37 following books have been translated for the first time English by members of the faculty: Apollonius: Conics Ptolemy: Almagest Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man following books have been re-translated by members of the fy: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE This represents the first line of research. The second line of research consists in the constant reinterpretation of the book list which occurs as an immediate by-product of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria. For members of the previous faculty at St. John's, experience in teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanaing of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them will be taken on as teaching assistants as soon as they are ready. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It i.s assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. 38 ACADEMIC STANDING The system of instruction allows for a dose and acquaintance of instructors and students; therefore the dent's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the ''don rag" and the combined judgments of staff are based on more than recorded grades. Since this the case academic standing is not determined by or literal grades, and it is made and reported for the of advice and planning both for the teachers and the 39 Attendance on all regular scheduled college exercises IS required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS* The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts. Compe~ence in mathematics through the elementary calculus; A readmg knowledge of at least two foreign languages. CL Appendix B, pg. 66. �CATALOGUE OF ST. JOHN'S COLLEGE 40 CATALOGUE OF ST. JOHN'S COLLEGE In semester hours as recorded in the regular elective system this amounts to: Semester H oitrs Four Years One Year Language and Literature ................ 10 40 Mathematics and Science ................ 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 ( ~ actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 A more detailed analysis of the content of these degree requiren1ents will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their :final decisions on candidates on the basis of individual records and merits and ignore the bare n1inirnum certification of the ordinary degree. The rated B. A is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, 41 the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow det~iled and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis to which they have been driven by the depression on one hand and the academic disorder of the last generation on the other. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school g1:1aduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the essential needs in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. �42 CATALOGUE OF ST. JOHN'S COLLEGE I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey lEschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and iVJ oon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: lEneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History Ptolemy: il1athematical Composition Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On Music, Concerning the TeachM Justinian: Institutes Scotus Erigena: On the Division of Nature Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on lvlan Dante: Divine Comedy Chaucer: Canterbury Tales Villon: Le Grand Testament Oresme: On the Breadths of Forms Pico dell a Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Circles Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Hemy IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Gahieo: Two New Sciences Descartes: Geometry, Discourse on 111 et hod, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe CATALOGUE OF ST. JOHN'S COLLEGE Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics . Newton: Principia Mathematica Locke: Second Treatise ?n Civil Government Huygens: Treatise on Light . Berkeley: Dialogues between Hy_las and Phzlonous Leibniz: Discoiirse on Metaphysics, M onadology Vico: Scienza Nuova Swift: Gidlivels Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Torn ]ones . Voltaire: Candide, Micmmegas Rousseau: Social Contract . Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason C01tstitution of the United States _ . , Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Science of Logic , . Coleridge: Biographza Literaria Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Balzac: Pere Goriot Faraday: Experimental Researches in Electricity Schopenhauer: W arid as Will and Idea Peacock: Treatise on Algebra Thackeray: Henry Esrnond Dickens: Bleak House Boole: Laws of Thought Virchow: Celliilar Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experi11iental Medicine h1«mdel: Experiments in Plant Hybridization Hamilton: Quaternions Riemann: Hypotheses of Geometry Dostoevski: The Possessed Matx: Capital Talstoi: War and Peace Dedekind: Essays on Niimbers Maxwell: Elect;icity and M agnetirni Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Galton: Enquiries into the Human Mind and its Faculties Joule: Scientific Papers Clifford: Common Sense of the Exact Sciences James: Principles of Psychology Freud: Studies in Hysteria Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of M athem,atics Veblen and Young: Projective Geometry 43 �~ Cll >--l 0 ~ ~r ... = ""'" . .. ., "' .. ., "' ~ .. ., " ~ ., "'" "'" ~ I0"> "' ~ ""'" ~ ..., = g. ...... ~~~ n SU~-~ pJ C'tl ~;;:l:=J ~:s::s:~ g ir~g.i;i g:g. s -oo ~ '""''~ x~ = ~ ~ ~ en O> ,.. a: n A '<S ~q>~Cll<Q~~<~~~M~Q~O~~ "'· ~o ~ o i-o·"'"'·~ ..... fll ~~'"i ~'"i pJ o pJ ~ p.. ~-O"'rtiOnoo~OpJOQ '"i i::.: Q~sQg:>g>2'a"';;:JsO.~ ~ ~e>'cnpJ ~ ~ ... ::;·§:=(ti 0 g~aens~~g·=~s ;~~a = ~;-"= 1l ~ &Q·;; ... 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"' n Pi"° 8 =' "irir~i'l """' """' r.n oo N <'D ' r-t- Fi~-~ ., ... 0 ...... fll <en~ r.n ro tzj '""'' i:::: 3.8_. l"'t ="' ~>~=:l.g(I)&; to en "'.g E; ~ = 1-'•C'l> ~ t:::it-<::i::toz::r:Q 0 (D pJ pJ ;:t~'<l'::l..:i:l:;JS:: = o =..... en ="< ~.g 0 aq<"DS'(i)(D pJ ~Qt:::)OOt"'Q~> pJ ,.,. "t::f n> i::.:o O """' n ~ O"'Cl>"t:' ("D 0 -rti ~ '"1 -o 0 =CD CbpJ=ss t:S n n> C'IJS pJ ::i. CD l-1 l"'t ~ '"1 t:S §' ~ en '< =· en Cll ._ Q Cll to z z ~ "'"" ~ :... ~ ~ ~ > ~ Cll @ (I) (') ~ t-< M Q M ~5':~~~ ~ ::r'~ 0 a.. ~ ~· .. s 'g ~· CIJ ~ I">""'"""' s., n n ~ '"1 (n ~ 0 ~ ;1 ~ t-<~~ =~(JQ ~ ::i.~ s"' = =::r::i. t:I ro -o g JU pJ !>.. ~ ~ !!!... ;; fl ~s~~ (/) ~.~ ~ ~ .., ~ ~- ~ !>.. LahoratDf"'.'I es EUripides Aristophanes Lucian Virgil The Bible Dante BurntNjal Song of Roland Chaucer Villon Cervantes Shakespeare Milton Rabelais Racine Grotius Corneille Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Coleridge Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi ckero • Lucretius Epictetus Pio tinus Augustine Scotus Erigena Bonaventure Thomas Aquinas Pico Pascal Spinoza F. Bacon Hobbes Locke Berkeley Hume Leibniz Kant Schopenhauer Hegel Bentham Poincare James es Plutireh Tacitus Justinian Machiavelli Montesquieu Grotius Spinoza Calvin Hobbes Vi co Gibbon Locke Rousseau Gal ton Bentham Mill Freud Adam Smith U. S. Constitution Federalist Papers Malthus Marx E1lclid Nicomachus Aristarehus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Hamilton Fourier Boole Riemann Cantor Dedekind Hilbert Russell Veblen & Young Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Leonardo Oresme Galileo Kepler Harvey Gilbert Newton Huygens Boyle Lavoisier Fourier Dalton Clifford Faraday Darwin Maxwell Joule Virchow Bernard Mendel Freud James (Three hours per week for first and second years; six hours per week for third and fourth years) Graphical Constructions Instruments Crucial Experiments Concrete Problems (Presented and brought up to date in Laboratory Manuals) ~ 0 § i:zj 0 ~ Cll ;1 ._ ~ (I) ~ t-< M Q i:zj ~ �CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES 47 development of new skills which in turn add to the vigor of the curricular work. Since 1939 athletics at St. John's have been organized on an discipline and develop his native powers, and at the same intramural basis with active participation by more than eightylearn how to associate with other people in such a five per cent of the student body.* With the aid of student continue this development throughout life. Not athletic scholars who are experts in sports, the St. John's curriculum at St. John's, but the arrangements for Athletic Director carries on a series of individual and team and extra-curricular activities as well, are ordered sports throughou~ the entire y~ar. The athletic facilities inpurpose. clude a well-eqmpped gymnasmm, two large playing fields, tenn is courts surfaced for all weather playing, and a College . Activities h · ·1· d" h" boathouse wit six sa1 mg mg 1es, a sailing sloop, and coordiIt is no paradox, in view of the above, to say that the facilities for water sports. Excellence of performance in purpose of extracurricular activities is amusement and a wide variety of sports including sailing, tennis, handball, tion. Men can work in order to play, or they can play in ~-·~~""'"' badminton, boxing, swimming, baseball, basketball, to work. The hard work of the curriculum would be lacrosse, and track is the instructional ideal and is if it were looked upon as a drudgery to be endured until through a number of individual and team awards. was possible to get away to the movies. Unless a student in the athletic program is required only upon be helped through to the stage in which he finds actual by the College Physician. ment in the use of the powers he is developing, his Extracurricular music complements the musical part of the will be too slow for profit. curriculum. Curricular music includes formal lectures In a community where people relax in order to be on music, group readings and seminar discussions of musical work better the amusement must be primarily amusing laboratory practice with stringed instruments, and not merely disguised instruction. However, in order to which take up part of the time otherwise devoted to amusing at all college activities have to be proportioned lectures. The extracurricular music program makes the expanding abilities of the members. Forms of to a maximum number of students the opportunity that involve disuse of developing powers, rather than the necessary personal habits for the enjoyment of use, tend to be dull rather than amusing. Activities large orchestral and choral groups composed to derive some vitality from the work they support of the College and residents of Annapolis and the degenerate into mere time-killers. territory meet regularly under the leadership of The general policy of the College is to encourage Director of Music, and give a number of contaneous group activity that shows promise of a · the College year. The Reverdy Johnson House to the life of the community. The College cooperates in campus is a music center, containing a well-stocked financing of those activities that require expenditures; of recordings,. sheet music and scores, a recording advice is given where necessary to the smooth functioning an automatic phonograph, a grand piano and a the activity. of orchestral instruments. Elsewhere on the' campus and phonographs available for student use. Music and Gymnastic Activities Music and athletics seem to furnish the clearest :,c.:,J)oJme student activities are really an extension of the curfor extracurricular activities at St. John's. The recreation for example, the Theology Club in which students relaxation furnished by athletics and music also result in =--"'""~~~- A college should be a community in which the student 46 for the elimination of intercollegiate competition from the College are set out in detail in Appendix C. �48 CATALOGUE OF ST. JOHN'S COLLEGE and faculty pursue in greater detail problems rai~ed by th seminar discussions of philosophical and theological work· Other groups represent similar specialized pursuits in politic, law, medicine. The St. John's Collegian is a weekly student newspap which reports and comments on the event~ in the commun.it The St. John's Yearbook is a student-edited yearly public tion which departs radically from the conventional year boo, format. In its present form it is a magazine who~e purpose to recapitulate and summarize the past academic year: T King William Players serve as a center for the re.a~i?g drama and poetry in general, as well as for the activities play production. In preparation for the spring of 1942 Sophocles' Oedipus Rex, as a joint undertaking of the drama and musical groups. The Variety Club, specialists in libel and slander, prese an annual comic revue satirizing the faculty and the Colle program, or other matters of curren~ interest. The Cotilli Club presents a series of formal and mformal dances throu out the year, including eight popular motion pictures, follo . by dancing to recorded music and Coffee Shop table servi around the dance floor. The Film Club organized in 1941, has presented a ser" of the outstandin~ foreign and domestic film production the "classics" of cinematic art. As supports for an active social life, the College ~rovide complete central social unit which consists of a Readmg Ro supplied with magazines and newspapers, a Coffee Shop, a a Book Shop for the use of the whole College. In additi there are smaller social quarters in each dormitory u equipped with radios, ping pong tables and comfortable fll;r ture. By providing these facilities the College authont expect to foster in the students a recognition of the responsibility for their own human welfare. Residence St. John's College is situated on the edge of the seventee century seaport town of Annapolis. The town has the air reputation of a romantic history. Actually it has a. pop tion of about fifteen thousand people who are occupied fishing and shipping in the harbor, with the training of CATALOGUE OF ST. JOHN'S COLLEGE 49 shipmen in the Naval Academy, with governing the State of ¥aryland from the state government offices, and with the ~ifteral education of young men in St. John's College. A cer.· number of retired naval officers and men of business live tates in Anne Arundel County surrounding the town. e College has ten buildings on a tract of twenty-six acres. of these buildings are for student residence, two of them as dormitories, and three originally used as residences ministrative officers of the College. These five buildings ow furnished as residence halls for students on a plan for . unit College communities, each with a small-scale unit dent government within the common life of the College. attempt is made to relate the grouping of students in the to their seminar groups and their athletic teams. These tegrated communities within the larger college comteach the incoming student to accept and enforce ts upon himself and also to make proper use of the d support that other students can give him in his colLower class dormitory units will be under the superresident faculty members beginning with the 1942-43 dents not living at home are required to live in the 'buildings and to take their meals in the College Dining ormitory room is provided with the necessary furniding a single bed with mattress, pillow, pillow cover read, a chest of drawers, book shelves, Venetian window shades, a study table, chairs, lamp, and a :et. Towels, bed linen, and blankets are to be supe student, as are also such decorations as window rugs, and runners for chests of drawers and tables. t should consult his prospective roommate, if any, n good taste in planning room decoration. Freshquently assigned to single occupancy rooms. ts should apply for rooms before they leave for vacation. Application blanks may be obtained nager of the Dining Hall and Dormitories. Stu. h to room together should file joint applications. �CATALOGUE OF ST. JOHN'S COLLEGE 50 New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy in September as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the second day before registration day. For definite dates in 1942 see the College Calendar. The College maintains the care of the dormitories. are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student who occupies a room in a dormitory must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is calle · Caution Money. The College reserves the right to repair completely, a the expense of the occupant or occupants, any dormito room and furniture which have been seriously damaged. Intentional damage to College property is · offense, and it will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dinir Hali and Dormitories. Special attention is given to a balanc diet, an interesting variety of menus, and reasonable cost. T Dining Hall is closed when the College is not in session, exce for single holidays; it will be open beginning with the eveni CATALOGUE OF ST. JOHN'S COLLEGE 51 meal ~f the day before examinations in Septemb . fast will be served on the mornino- of the firs(· d er,fonhly break"' ay o t e Ch . mas recess, and only supper will be served 0 h ~ist. h . n t e day JU 8 t prece dmg t e resumpt10n of classes· a similar 8 h d l . . ' c e u e will be observe d bef ore an d after the Sprmg recess. ~ Infirmary Service J?. ~ully equipped Infirmary is maintained at the Colle e It is m charge of the College Physician ' a tra;ned nurse an gd. • . stu dent assrntants. ' The College Physician holds office hours each d ay at t h e . In fi rmary. D urmg these hours his services are free to th · ose who have pa1'd t helf regular College fees. Medical services rendered by other~ than members of. t~e . C?llege Infirmary staff, whether for sICkness or for athletic m3unes, are not aid for by the College. p Any illnes~ must be reported promptly by the student. Students suffermg from contagious or infectious diseasps t "d . I I fi ~ mus t~s.1 e m t 1e n rmary until discharged by the College Phys1c1an. The College Physician makes a daily report to the Dean. �HOW TO APPLY FOR CATALOGUE OF ST. JOHN'S COLLEGE ADMISSIOJ',~ General* The revolution which reestablished the liberal arts curriculum in St. John's College in 1937 was a movement i?. t~e Republic of Education which anticipated the c.urrent cr.1s1s m world history. When the liberal arts were remstated m the College, it was known that many of the contemporary educ~ tional conventions do not promote the most successful pursmt of the liberal arts but the difficulty of the immediate task that faced the Colleg~, that of putting a liberal curriculum ~nto operation, made advisable the postponement of the solut10ns of some of the more extrinsic problems. The war has heightened the necessity ~hat already .existed of making the revision in entranc~ reqmr~men~s wh1~h .has been obviously implied by the curnculum smce its begmmng. The admission procedure which is described below should be understood as the solution to two problems: (1) that of selecting students properly prepared to pursue the St. John's curriculum, and (2) that of making it possible for . studen~s to ~o.mplete t~elf liberal education before being called mto military service. Application Application for admission should be filed by every candidate as early as possible in the year in whic~ he hopes to enter. T~e application form, supplied by the Registrar upon reques~, will give several alternatives of time and. place for th~ t~king ~f admission examinations, and the candidate should md1cate his choice of the alternatives on the form. The candidate should also furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning his character. When the completed application form is submitted, the Reo-istrar will make arrangements for the candidate to take the0 entrance examinations, and will write directly to the principal of the candidate's school for a ;ecommendation o~ the< student and a transcript of the student s record. The Registrar also writes to other persons who can certify to the applicant's character and personality. As soon as the entrance examinations have been marked and all the credentials have been se*Cf. Appendix D. The College and the War. 52 53 cure?, the .candidate's reco.rd is considere~ and appraised. The applicant is promptly notified of the act10n taken concerning his admission. Since considerable time may be spent in arrangino- for the examinations and in securing the proper credentials,0 it is desirable that application blanks, fully filled in, be submitted early, preferably before February first. Entrance Examinations The entrance examinations will supply the Admissions Committee with evidence of two sorts: ( 1) Of the candidate's degree of achievement in the disciplines tested, and (2) Of the candidate's ability to solve problems new to him. The candidate will take examinations in arithmetic, geometry, algebra, English grami;nar and compositi.on, .and in one foreign language. The foreign language exammat10n may be taken in Latin, French, German or Spanish. (Other institutional changes made necessary by the acceptance of younger students are discussed under "Residence and Activities" on page 49.) . ,. , Graduation from high school is not necessary to a candidate s in the examinations; neither does high school graduation guarantee his success. Average ability and two years of proper high school training should be the candidate's guide deciding when he wishes to take the examinations. The College will arrange for the examinations to be taken several different times during the year, and, if possible, at secondary school which the candidate is attending. The , "'""'""". '" will also be given at the College in Annapolis Spring Vacation, and about June first and September each year. The Registrar will announce specific dates. the candidate is not in attendance at a school and it is for him to take the examinations at the College, · arrangements will be made by the Registrar. The candite's application should be accompanied by the examination of $5.00. (See page 54.) from Other Colleges who wish to transfer to the St. John's program must as freshmen for the four-year course; no advanced in the program is granted for other college credits. �CATALOGUE OF ST. JOHN'S COLLEGt FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residences at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. St. John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in the fall of 1941. This fee will be continued for the classes entering in 1942 and thereafter unless, in following years, the College may be forced to alter this fee by conditions of war and rising costs. By setting its student fees at approximate operating cost, the College has freed other sources of income, principally support by private individuals and by the public through state appropriations for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additional items for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. These fees are payable in full on registr t' . • ·•.· 'f . . a ion or, i pre ferre d' m t h ree mstallments: one-half In Septe~b er . . .. one-fourth on December 28 and th . ~n reg1strat10n, March 15. ' e remammg fourth on On. registering, the student must showmg that fees have been paid arrangements have been made in classes, dormitories, the dining hall infirmary. ' procure a Treasu ' or that suitable rer s ca.rd order t b d ~nancial the libr:ry e a mit~ed to ' gymnasmm or Payment of Bills Bills for College fees are presented directly to th d d h d . .. e stu ent an t e stu ent assumes responsibility for their ' the dates due. payment on Caution Money Each stud.ent ~ust make a deposit of $10.00 with the Treasurer on reg1strat10n, subject to charges for laboratory breakge a?d damage to. Co~lege property. The amount of this posit must be mam~amed a~ all times during the session. refund check for this deposit will be sent to the student on reque.st after the end of any session or after withdrawal gr~duati?n ~rom College. Except for the caution money osit, which 1s refundable at the close of the college ear College has no extra fees. y ' Entrance Examination Fee .£erred Payment of Fees For each applicant taking entrance examinations for admission to St. John's College, a $5.00 fee is payable to the College on request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. here is available to those students and their parents who unable to meet the College fees in accordance with the ar sc?edule a ?eferred tuition plan, which provides for m~nt m equ~l m~tallments during the College year, in mstances? eight mstallments. This deferred tuition pay.method 1s handled through "Tuition Plan Inc " I·h , ., a cor1on w uc offers this service to many schools and colleges ?out the country. The plan is put into effect by a consigned by the parent o! guardian of the student and by .0 Ilege, and ~andled entirely by "Tuition Plan, Inc." The nal cost 1s four per cent of the amount financed um charge one dollar. ' Annual Fees For students entering the College m 1942, the total fixe charges for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . Residence . . . . . . . . . . . . . . . . . . . . . . . . . $600.00 400.00 Total ......................... $1,000.00 54 �CATALOGUE OF ST. JOHN'S COLLEGE 57 MARYLAND STATE SCHOLARSHIPS SENATORIAL SCHOLARSHIPS FINANCIAL College Aid Students unable to pay the full cost of their education apply for aid out of the Student Aid Fund of the College. These students, therefore, obtain the money to pay the full cost of their membership in the College from two sources: first, from sources in their local communities, their families, friends, and relatives; secondly, from sources rnade available through the College. The student who receives a grant of aid from the College obtains the grant on condition of his acceptance and satisfactory performance of an assignment of work for the College. Students are assigned to jobs for which they appear to be suited and under conditions which will not, in the opinion of the Committee on Aid, interfere with their studies. Students working for the College turn over their salaries as a contribution to the Scholarship Fund and therefore toward the payment of their own expenses. Students applying for College aid must exhaust all possible sources in their local communities and show on their application blanks that they have done so. This is essential because the Committee on Aid must consider each application as an appeal through the College to a donor unknown to the applicant for assistance in seeing the applicant through College. The Committee on Aid will reject applications which do not show clearly that all local sources have been thoroughly canvassed. In accepting any application, the Committee is in fact undertaking to present the applicant's case to potential donors who are strangers to the applicant. Acceptance of an application is therefore a judgment that the case presented is one which vvill be vvorthy of a stranger's contribution. The Committee subjects each case to a thorough investigation and it is therefore necessary that the blank be filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold scholarships and ether forms of student aid only on condition of maintaining good academic standing. Application for aid should be nude at the time the formal application for admission is forwarded to the Registrar. 56 To one student from each county of Maryla d d f each of t~e legislative districts of Baltimore C1'ty na "an r~ml senatona h 0·Ia rs h 1P" -prov1·d·mg free tuition ' b oar d, an d, room rentsc · 1s given every four years. A Candidates for these scholarships residing in All Arundel, Calvert, Dorchester Garrett Kent Q eganyA, n~e St . Mary' s, or W~s h'mgton Counties, or ' Baltimoreueen should ' ' nne s Cit apply to the Registrar of the College for inform t. y, d" the competitive examination., candidates res1.d.mgI~n rehgar mg a m t e other . h ld . counties s fou h'apply to their re"pect1· ve county B oards of • . " Ei ,aucation or t 1s mformation. These scholarships do not provide for b oo k s, Ia b oratory m. . C strnments, or autwn Money. TUITION SCHOLARSHIPS To one student from each county of Maryla d d feach of th e l eg1s l at1ve d.istncts of Baltimore c·tn an .. · · · " 1om 1 scholarsh·lp " -prov1 mg f ree tmt10n-is o-iven every fo tmt10n ·d· . . y, a C d'd f h t> ur years Aru~~e{ aCtels or t ese scholarships residing in Allegany, Ann~ ' avert, Dorchester, Garrett Kent Queen A ' St . Mary' s, or W~s hmgton C ounties, or ' Baltimore Cit should · , nne s apply to the Registrar of the College for informat· y, d' the co ~. . . . wn regar mg .mpeut1ve exammatwn; candidates residino- in th th counties should ~Pp l Y to t. e1r respective county Boards er h · b e o of . f Ed ucat10n or this mformat10n. These s~~olarships do not provide for any fees other than regular tmt1on. SCHOLARSHIPS A WARDED BY THE COLLEGE THE PHILIP A. MYERS, II, SCHOLARSHIP Ph\? bAe aMwarded · 11 P · annually the income from $10 000 the gift of yers, II, Class of 1938. ' ' THE CLIFTON C. RoEHLE ScHoLARSHIP To be awar-d ed m tmt10n, the mcome from $6 000 th b · · · · ' ' e eof Mrs Ann M D R hl . C. Ro~hle. a . . oe e, m memory of her son �58 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN voN ScHWERDTNER ScHoLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA In 1941-42 the Colonial Dames of America awarded a scholarship amounting to $250.00 at St. John's College to Mr. Richard Devan, Class of 1944. Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 1 West 72nd Street, New York City. SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. 59 �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE 61 called King William's School and managed b . . ·. . d d · ' Y certain trustees nomrnate ' an appomted by your sacred majesty. . ' Laws of Maryland, Session of July 1-9, 1696. 1776 a liberal arts ST. JOHN'S COLLEGE is andsmall been so since college for men. It is non-denominational, has its founding. It Accord_ing to tradition_ King William's School was used shop durmg the Revolut10nary VVar. as a gun- has never been co-educational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1781· 1696 S4t. JfohMn's Cl olldege chartered by the General Assembly Sta Le o ary an : of the King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . .. Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND MAY h BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be 60 h WH~RE_As, Insti~utions for the liberal education of youth in of Vlftue, ~now~edge and useful literature are of e lb est :nefit to society, m order to train up and prepetuate. a succession of able and honest men for dis char in h vartrs offices and duti~s of life, both civil and relio-io~s gw~t~ use u ness a.nd reputat10n, and such institutions ~f le~rnin havdebaccordmgly been promoted and encouraged by the wises~ an est regulated States: ~he ~~!~cipl~s Be it enacted, by the. General Assembly of Maryland, That a col~ege or gene~al semmary of learning, by the name of Saint {oh? s, be established on the said Western Shore upon th f l~'.v,mg ,!undame?tal ~nd inviolable principles, ~amely: ~r~t Saia co11ege shall be tounded and maintained forever , most liberal plan, for the benefit of youth of ' ulp~n a de · · h 1 every re igwus nommat10n, w o snall ~e freely admitted to equal rivile es 3{;d a~~antages of. educat10n? and to all the literary honorsgof t e _co ege, ac~o:dmg to .t~e1r merit, without requiring or enforcmg any rel~g10us or civil test, or without their attend upon any particular religious worship or service other :~ce what the.Y have b~en educated in, or have the ~onsent a~~ ap~r~bat1on of .the1r. parents ~r guardians to attend; nor shall prererence be given m the choice of a principal v1"ce . . l or ti . f , -pnnc1pa o 1eI pro essor, master or tutor in the sa"d II ' , f h· · ' ' I co ege, on :ccoum o . IS particular religious profession, having re ard ~olely to his moral character and literary abilities and o~h necessary qualifications to fill the place for which 'he shall ~~ chosen . . . . . The petition for this Charter was siimed b ''rll others. o Y 'V 1 iam Paca '' Signer of the Declaration of Independence. * and �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 62 The original Board of Visitors and Governors was as follows: William West, D. D. Thomas J. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase * John Thomas Thomas Stone * Alexander Hanson Thomas Jennings James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton * Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation o~ George ~ashington Parke Custis, step-grandson of George Wash1.ngton. Fairfax and Lawrence Washington, nephews of George Washmgton, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincere!)' hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, 63 April 17, 1791. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modem Languages by special arrangement in addition. " Signers of the Declaration of Independence. 5 �64 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 65 1886-1923 1868 Curriculum during Principalship of James C. Welling.. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Third Year Greek Plato JEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Fourth Year Lectures in Philosophy Greek and Social Science on: Plato Plato Aristotle Aristotle Aristophanes Augustine Demosthenes Thomas Aquinas Latin Vi co Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, 14th, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle Evidence of Christianity Lecky Malthus Mill Butler Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. l. 2. 3. 4. Classical Course leading to the B. A. Degree Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day, �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Just as institutions are necessary for the ca~rying on of ~e~ning, although these very institutions may become its great~st ~un .ranc~ throucrh time's dullness and unwise direction, so any 11'.stltutt~ ~ learni~g must require of its students certain marks ~nd s1g1£8 ~ eir attainments and progress no matter how much misuse 0 sue requirements has often prevented any true progress at a~l, ai:d belve~ their use must entail care. And such reqmrements are _mevit~ e 1 an institution is to pronounce public judgment upon its stu ents, that is to grant degrees. fi ffi · 11 The' original title of Bachelor of Arts sigi:ified the rst o. _c1a ~ recocrnized stage of competence in the seven liberal .arts and sciences. ra~mar rhetoric logic, arithmetic, geometry, music, and astror:omy. ~he St.john's de~ree of Bachelor of Arts signifies ~oi;npe~ence m the modern equivalent of these arts and sciences. This 1mp~1es: . ° Degrees 1. Knowledge of the contents of the rehqml"redlbooks m the lh~1~s 2. Competence in mathematics throug t 1e e _ementary ca c · 3. A reading knowledge of at least two f?r~1gn languages. 4. Three hundred hours of laboratory trammg. Now since students are of different capacities, and since co~leges of libe;al arts, of all institutions of learning, are called up~n to Judge t only of the attainments of their students but also of their progress, fro therefore seems wise that St. John's College offer three _degrees: namely, the degree of bachelor of arts, first, s~cond, an~ ~hird. f T~e first to be awarded to those students who, m the opm10n o t e faculty, are judged satisfactory on bot~ .of these counts, and c~pab~e of ursuing their work in Law, Med1cme and Theo~ogy or m t e gra~uate schools of language and literature, ma~hematlcs, the ~a~ral sriences and logic and metaphysics. The third to be awar e . to those st~dents who, in the opinion of the faculty, have m~~e sufficient ·n the intellectual virtues to warrant recogmt1on by the procrress l · · l I t coll~ge, but on whose actual powers of operat10n I? t 1e severa a_r s and sciences and therefore on whose actual capacity for adv:ancmg further in professional or graduate schools, the faculty declm~s to make a final judgment. The second degree represents a less emment case of the first. d f In awarding degrees, the faculty must ~et up_ ways_ an means o. if:r~.& r"''.l"hing decisions To this end the followmg st1pulat10ns are m_ade. the end of his third year, the student n_iust stand fo_ur wntt~n ~x~~t~~~ enabling examinations, one in language, one m mathematics, _two. m tions laboratory, theoretical and operational, and one oral exammat10n -At 66 67 on seminar reading. These examinations are given normally in September of the fourth year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers specifically a reading knowledge of two of the four languages (the examination in German would of course be given at the end of the fourth year), general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 68. After having taken his enabling examinations, the student may Petition petition the faculty to accept him as a candidate for the degree of bachelor of arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either ( 1) the student is accepted as a candidate for the degree, or ( 2) he is not accepted but allowed to finish the four years of college work, or ( 3 ) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to "'' . remain the fourth year must then indicate a subject for a thesis, to (general) be agreed upon by the faculty, to be written during his fourth year, and to be presented and defended satisfactorily by him prior to the granting of the degree. While the degree can not be granted before .,ij,fit'31§ �68 Thesis (particu· Jar) Examin~ ing Board the end of the fourth year, the student may request more time to prepare and submit his thesis for the approval of the faculty. He may even request permission to return to the college for a fifth "fe~r, attending what tutorials, laboratories, and seminars he pleases w1thm the limits of college discipline. The student will choose, and the faculty will accept, a subject for thesis with an eye to all the first three years' work and to all the required reading of the fourth year, and not as a piece of specialized research or contribution to knowledge. For the year 1941-42 the Instruction Committee will act as an Examining Board. The duties of the Examining Board are as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final thesis. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To approve and accept the final thesis and administer the final examination and recommend candidates for degrees. The present members of the Instruction Committee are: Buchanan, Chairman, ex officio Barr, ex officio Bayliff Comenetz Taliaferro Kieffer Klein Scofield APPENDIX I As stated abo".'e, the examinatio? in laboratory will cover specifically the operat10i: an~ e~planat10n of certain important instru-· men ts. The followmg list is arranged under three headings: Elem~nts? Sc.opes, and Meters. One fundamental way of classifying sc1ent1fic mstruments is into two kinds: scopes and meters The scopes are aids to observation and the meters are aids to me asurement. With the former, distinctions of a qualitative kind can be ma~e, such as between m~re and less, up and down, straight and not ~tra1ght. 1:he latter pern:-1t. us to r.nake quantitative judgments, that rs, to associate through s1m1lar rat10s some one of a series of numbers with t?e thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices not scientific instruments themselves, which enter into the construe~ tion of different instruments. 0 Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating The books of the first three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Meno Organ on Confessions De Ente et Essentia Le Cid Tartuffe Les Pensees Euclid Apollonius Ptolemy Newton Descartes Boole Archimedes Galileo Texts studied in Seminar Iliad Repl'blic Timaeus CEdipus Poetics Physics Divine Comedy Don Quixote Hamlet King Lear The Tempest Wealth of Nations Federalist Papers Galen Harvey Lavoisier 69 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The ex~mination in laboratory will be in two parts. In one the will be asked to make certain observations and measurements with _some of the above instruments, and in the other to answer 9uest10ns on the theory and application of some of the elements and mstruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. st~dent �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES II, NO. 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discus~ an important step which St. John's <;ollel;Se has taken within the past ten days. Many of those who are hstemng to me, including alumni members of the College, will by now .a~most certainly have been told by somebody that the Colleg~ adm1mstration has abolished athletics. Those who believed this statement should it seems to me, be gravely disturbed. I think I ought promp~ly to disabuse them. To keep the record straigh_t, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present a~adem_ic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prii:ne purpos~ of, a liberal college. I suppose I ought to have foreseen this. But I d1di; t. Certainly, there have been enough Carnegie reports, enough magazme articles by candid writers like John Tunis to convince men o~ my generation that we are sheer sentimentalists and i~noramuses 1f we suppose that intercollegiate athletics are the same thmg we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the hio-h cost of modern athletics by earning a good "gate." But still I th~ught it might be possible to adapt intercolleg~ate a~hletics to educational ends, to pare down schedules, to dedme with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercoliegiate athletics collided with a curriculum that really required work. Yet I should have known ~his by an~logy. I ha~ known countless students who withdrew from mtercolleg1ate athletics when they entered medical or other professional work. They withdrew 70 71 because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with athletics w?ich at its most professi?nalized is a lot better thing to fill idle tim~ :v1th ~han some other thmgs I know. But suppose there isn't any idle tune? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not w~at is k_nown as an "athletic excuse." For students who are really domg senous work know without being told that you can't "make up" for something you should have learned but didn't by using the . ' magic wor d " excuse. " A n excuse may square you with the Dean. It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college_ sh~uld be ~ less serious business than acquiring a medical educat10n m a medical school. But if it is a serious business, then it had better steer dear of another very serious business indeed a highly organized "big" business, intercollegiate athletics~ For this big business has its own exigencies: those who won't meet them had better keep out. . !ha~ big busi?ess substitutes spectator psychosis for actual part1c1pat10n'. cheermg sections for playing teams, an orgy of sportsg~ods eqmpment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natu_ral antagonists, monotonous physical drill for learning to play by playmg, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is _hysteria, lost motion, the death of the amateur spirit, and ~n athletic system _that competes with study instead of supplementmg and strengthemng it. We have all known these things for years unless we have been ostriches or Rip Van Winkles. But I repeat, 'they don't prove fatal so long as undergraduate education is run in low gear. In fact I sh?uld insist again that,_ so long as education is run in low gear, th~se thmgs are better than idleness. But there is something better still and that something is amateur athletics amateur athletics of ~ quality no college can achieve so long as 'it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h~alth, recre_ati~n, skill, and co-ordination. To get that support, it will expand Its mtramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we �72 CATALOGUE OF ST. JOHN'S COLLEGE shall continue to play, except that the six·-man football we started this year will replace the standard game. In addition we want t~ expand water sports, with particular emphasis on sailing. The alumm have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the C~llege but that they be well played. A tutor with wide athletic expenen_ce will be placed in charge, but he will need a number of stu~ent assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitirr_iate use to which athletic scholarships have been put by an Amencan college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later I hope sooner, the present system of semi-professionalized intercohegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does we shall doubtless play games with other colleges as naturally as ;uch games were once played. Meanwhile athl~tics at St. John's will be for the student, not the student for athletics. APPENDIX D THE COLLEGE AND THE WAR When men and institutions are trying to find their places and duties in a world that is wholly at war, it is easy and tempting to follow the orator who says that a liberal college is one of the things we are fighting for and to conclude from that sentiment that a college should singlemindedly pursue education as usual. There is a matter of principle in this that should not be forgotten, namely that liberal education is one of the fundamental and necessary processes of human life and that it should therefore never be given up or neglected. It was the recognition of this in the dark years immediately preceding this war that gave birth to the radical revision and reconstruction of the liberal arts that St. John's College alone pursues. What we are doing here can now be clearly seen as a definite part of the world-wide attempt to rediscover and revive the processes of good government and human freedom. We have good company in this enterprise that we did not have five years ago. On the other hand, it would be errant folly to assume that this fundamental task is our sole responsibility during the war itself. Education as usual is as impossible a slogan as Business as usual. We have for several years known this and have been planning and operating with the extreme contingencies in mind. It has been decided by the Secretary of the Navy that we need not give up the campus and buildings of the College for the use of the Naval Academy, that we should not give up any part of the campus for so-called Defense Housing. We ourselves have decided that we should not turn over our educational processes to military training nor to emergency courses in the democratic way of life. The Federal Government has decided that the colleges should not be used primarily for military or pre-military training except where they are specially fitted to turn themselves completely and efficiently to that purpose. Our adjustments and our contribution must be of another sort, but since they may have to be drastic and radical before we see the end of the present emergency, we have thought it wise to state the principles of sound liberal education so that we can at all times measure our divergence from them and reassure ourselves of the soundness of what we are doing. In this way it may be possible to discover in the straitened circumstances unexpected ways and means of fulfilling the permanent needs of this country for universal liberal training. The following articles of hope and faith are implied 73 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE by the faith and hope of the founding fathers of this Republ~c; we at St. John's College have been applying them in the operat10n of our program of study; we shall conti?ue to apply them as far as the circumstances of the emergency will allow. also to the problem that all colleges will have to face, if permanent conscription becomes the law of the land. The liberal colleges will then discover with us that their correct position in the system of public education parallels the Gymnasium and Lycee of European tradition. So much can be said about the essential adjustments. In addition there are further problems that arise from routine matters of institutional safety and morale. These divide themselves into two kinds, those of civilian defense and those of pre-military training for students who will be subject to military service in the near future. Civilian defense presents an acute problem to the College. We are near the Naval Academy and therefore share both their dangers and their protection from possible enemy action. The local civilian defense authorities collaborate with the Academy and therefore have a sense of security. Such confidence may prove misleading. We therefore plan to develop our own resources for our own defense activities and to be ready for service for the surrounding community. We are therefore doing all that is in our power and ingenuity to organize first aid, air raid warden service, and the other necessities that go with these. We are organizing the whole College into units of special training and service along these lines. In the spring of 1941 we proposed to the War Department that they approve of a scheme for universal training of students in liberal colleges in the operation, maintenance and repair of gas engines of all types. At that time and until now the War Department has not had personnel sufficient to oversee the consequences of the official approval that they would like to give. On the other hand, there is approval of the idea and encouragement for individual institutions who will take the initiative. We are setting up such courses open to all students. The equipment is hard to get, but we are making good headway. Since this is not adequate, we are turning to other similar trainings. The College now owns one aeroplane for use in training students in the groundwork of maintenance and repair. Another group of students have organized classes in radio operation, maintenance and repair. A medical corps is in intensive training in connection with the College gymnasium which will be an emergency medical station for this area. These should be able to pass on the training as first aid for every member of the student body. In addition there are other projects in navigation, photography, map reading, and gunnery; these are in blueprint form at present. The College is attempting to see in all these special adjustments the permanent or long-term advantages and disadvantages. Many of them fit neatly with the progressive steps of plans that we have had for a long time. For instance, we are building shops to house 74 1. The liberal arts, which free those powers that are common to all men, and without which no external freedom is secure, should henceforth be made available to all men. 2. The liberal arts colleges, which alone are devoted to the liberal arts, should admit all men who will prepare themselves properly and submit themselves to its discipline. 3. Properly matriculated students should not be dropped unless the learning process has completely stopped. 4. For those who cannot pay the full cost of their education there should be financial aid commensurate with their needs. 5. The materials of instruction should be selected and the methods of teaching should be fitted to the powers, training, and needs of the students so that each student may have full opportunity to discover hi~ intellectual powers and the mediums of his essential freedoms. 6. The time and period of the liberal arts college course should be fitted to the current system of public education, so that, no matter what the state of public education, and no matter what the demands of the world may be, each man may avail himself of the training that will make him free. The immediate incidence of these principles has led us to seek an alternative to the measures taken by the majority of colleges to provide liberal training before students will be inducted to milita.ry service. They have decided to accelerate their courses; we are qmte clear that this cannot be done with our program, and we have serious doubt that the other colleges can accelerate the sound parts of their program. We have sought our solution to the problei:n. in a revision of our entrance requirements, and that means a rev1s10n of our relation to the current system of public education. We have from the start known that our entrance requirements should be different from those of other colleges, but had hoped that the necessary shift could be postponed to a time when we could make it with less risk to our actual teaching program which is still under construction. On the other hand, the shift that we are now making, which is described in another section of this catalogue,* fits neatly with the need for earlier degrees. If it turns out to be adequate to the emergency, it may point the way not only to a permanent solution of our special problem of preparation for this program, but "How To Apply For Admission, pages 52 and 53. 75 �76 CATALOGUE OF ST. JOHN'S COLLEGE the defense courses, and they are the realization of a plan t_o p:ovide training in manual skills for the support of the laboratones m the regular curriculum. The special equipment needed for defense _may leave us an essential residue for the proper permanent pursmt of the manual arts that go with the liberal arts, and thus help us to solve the difficult problems of assimilating our scientific-industrial civilization in the liberal tradition. Ironically enough we were this year for the first time since the establishment of the St. John's Program in a position to see that our physical plant was in proper condition to fulfill its puri;ios.es. When the crisis deepened, we found that an approval of pnonty must go with any order for building materials, and that money and generosity of donors were not enough. We have therefore postponed a program of building and repair until the times and circumstances are right. In the meantime we shall husband our resources and see that their full utility is realized in our regular teaching. From the first it has been our policy to build and educate our faculty for the unique educational ends that the Program indicates. Part of this policy consisted in a plan to replace vacancies in the faculty with recent graduates who would have by undergraduate trainino- the fresh kind of understanding that our tutorials need. 6 . . The war needs our graduates and prevents the immediate pursmt of this plan. We are therefore filling the ten vacancies in the faculty for next year by calling on older seasoned teachers who have been on our waiting list for several years. We regret this retrenchment on the first line, but we see possible advantages in the alternative. We shall have a faculty of older steadier teachers who are deeply concerned in the ends and means of genuine education because they have had long and hard experience with the elective system and know the negative and circumstantial reasons for this program. We may be able to return to some of the original problems which the Committee on the Liberal Arts at Chicago undertook, the recovery and rebuilding of the deeper theoretical foundations of liberal education. Older men in the faculty will help to steady the war morale of the students also. If worse comes to worst and the colleges have to let all their students go, we may be able to organize the older men in a project of fundamental research and to prepare to make a better start when the emergency is over and we can again set the young men to work with us. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S. ]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter Phi Beta Kappa News Magazine, Autumn, 1938. ' BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JO~N'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing m 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education ' January, 1939. Reprints available. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee I\IIcCardell The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. ' THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer Social Frontier, February, 1939. 77 J. Adler, The �78 CATALOGUE OF ST. JOHN'S COLLEGE HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1941-1942 DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. FOURTH YEAR-CLASS OF 1942 THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'n of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. :Kieffer, The Classical Journal, December, 1939. HOW CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles," by Scott Buchanan, in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Corne Into Their Own Once More, Life Magazine, February 5, 1940. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, May 1941. Reprints available. A COLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July 1941. Reprints available. CLASSICS OF THE WESTERN WORLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St, John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. HOW TO READ A BOOK OR THE ART OF GETTING A LIBERAL EDUCATION. By Mortimer J. Adler, Simon & Schuster, 1940, A book expounding the techniques by which adult groups or individuals can come to terms with the great books. HOW TO READ A PAGE, by I, A. Richards, W, W. Norton, 1942. Still more detailed techniques of reading. Joh~ Edgar Ainsworth, Jr...................... Westminster Wilham Alexander Barr ....................... Proffit Virginia Paul Theodore_ Beisser, Jr. ...................... Clayt;n, Missouri Warren Conklm Bomhardt ..................... Baltimore Walton Boswell Childs ......................... Baltimore William Albert Darkey, Jr. ..................... Cumberland Paul Ehrlich ................................. New York New York Robert Taylor Everett, Jr. ..................... Annapolis' J. W. Cameron Gray .......................... Annapolis Ernest Jean Heinmuller ........................ Annapolis Joseph C. Hofmann, Jr. ........................ Baltimore Charles Hoyes . . . . · · ·. ·.. . . . . . . . . . . . . . . . . . . . . p· b urgh , p ennsylvama · itts Walter Emory Hutson, Jr....................... Baltimore Bryce DuVal Jacobsen ......................... Towson Joumet Gordon Kahn ......................... Baltimore Lee Marchant Mace ........................... Annapolis John Henry Mussetter, Jr ...................... Germantown Hirsh Nadel ................................. Baltimore Thomas Parran Jr W hi D" · Albert Anthon; P;p·p· iti ........................ W~ls . ngton, D istnct of Columbia , . · · · · · · · · · · · · · · . . . . . . . . . . I mmgton elaware W1ll1am Allen Ruhl, Jr. ........................ Baltimore ' Charles Robert Sutton ......................... Baltimore THIRD YEAR-CLASS OF 1943 Alexander Scott Abbott ........................ Oconomowoc Wisconsin Burton Armstrong . · . . . . . . . . . . . . . . . . . . . . . . . . . . Scar borough 'N ew York . Rall'.h Levi Baltzell ........................... Union Bridg~ David Je~om,e Beach .......................... Chevy Chase Carl Beniamm Blaker ......................... Macedon Center, New York Monte Ferns Bouriaily' Jr ·· · · · · · · · · · · · · · · · · · · ·. E ast p al at]ca F londa , D ouglas Buchanan ........................... Annapolis ' Walter Lawson Cooley ......................... Aberdeen Norman Thomas Crandell ...................... Baltimore Harvey Dubinsky · · · · · · · · · · · · · · · · · · · · · · · · · · · · H artf or d, Connect1cut · G E lenn Alie~ Fearnow.: ........................ Williamsport rnest Chnstopher Fness, Jr.., ................ Oakley Norman Glyn Gzowski G p · p · · J h , · · · · · · · · · · · · · · · · · · · · · · · · rosse 01nte ark M1ch1gan Ro n Lourn Hedeman .......................... Baltimore ' p obert Hui;iter · · · · . · · ........................ Mobile, Alabama eter Huntm~ton Jackson ...................... Annapolis Ogden Worthmgton Kellogg-Smith .............. Chestertown · Edward Kramer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M ontcIa1r, N ew J ersey Cl d S au _e pencer Leffel, Jr....................... Woodbine F ranc1s S. Mason ' Jr · · · · · · · · · · · · · · . . . . . . . . . . . . Pl ymouth M eetmg, p ennsylvama · · 6 ~ �80 CATALOGUE OF ST. JOHN'S COLLEGE Adrian Curtius Mayer. ........................ New York, New York Henry Clay Preston, Jr......................... Towson Alexander Leonard Slafkosky ................... Bethlehem, Pennsylvania Herbert Willard Stern ......................... Philadelphia, Pennsylvania Ollie Hammond Thompson, Jr. ................. Hurlock Thomas Orville Usilton ........................ Centreville James Ira Waranch ............................ Baltimore John Weber, Jr. ............................... Cleveland, Ohio SECOND YEAR-CLASS OF 1944 Robert Seaver Anderson ....................... Billings, Montana Earl Secord Bauder, Jr. ....................... Utica, New York Calvin Richard Baumgartner ................... Baltimore Edward William Bligh, Jr ...................... Lenox, Massachusetts William Toy Shoemaker Boericke ............... Philadelphia, Pennsylvania Nicholas Daniel Bonadies ...................... Winsted, Connecticut William Hurst Brubeck ........................ Los Angeles, California Robert Fredric Bunting ........................ Baltimore Richard Clark ................................ Easton Lindsay Edmonds Clendaniel ................... Denton Howell Cobb, Jr .............................. Albany, Georgia Edward Born Cochran ......................... Birmingham, Michigan Fred Dewey deArmond, Jr ..................... Seattle, Washington Vernon Ellsworth Derr ........................ Baltimore Richard Devan ............................... Washington, District of Columbia David Dobreer ............................... Los Angeles, California Alan Dale Eckhart ............................ Winnetka, Illinois Ahmed Munir Ertegun ........................ Washington, District of Columbia John Stuart Eustice ........................... Royal Oak, Michigan Edward Pryor Freeburger ...................... Edgewood Henry Raymond Freeman, III .................. Sewickley, Pennsylvania Norman Atwood Garis ......................... Summit, New Jersey Edward Ury Godschalk ........................ Glen Ridge, New Jersey Carl Schlee Hammen .......................... Linkwood John Davis Hill ............................... Norman, Oklahoma Richard Edward Holle ......................... New York, New York Joseph Francis Hollywood, Jr ................... Forest Hills, New York David Smallwood Holmes ...................... Highland Park, Illinois William Hayward Horsey ...................... Denton Jam es G. Huber .............................. Lancaster, Pennsylvania Richard Henry Hutchings, IV .................. Bay Shore, New York Robert William Hutchison ..................... Tipton, Iowa Richard Ernest Huyck ......................... Mishawaka, Indiana Arthur Hyman ............................... Tampa, Florida Alexander Koukly ............................ Chatham, New Jersey Casimir Thaddeus Krol ........................ Chicago, Illinois Jack Landau ................................. Pittsburgh, Pennsylvania Charles Russell Levering ....................... LaPlata George Leviae ............................... B;ooklyn, New York Samuel Wesley Marvin, Jr ..................... Crozet, Virginia George Vincent Meehan, Jr ..................... Providence, Rhode Island Robert Isaac Myerson ......................... Brooklyn, New York Richard Branning O'Connor .................... New York, New York CATALOGUE OF ST. JOHN'S COLLEGE William Booth Price ........................... Newcomb Thaddeus Edmund Prout ...................... Owings Jam es Maurice Raley ......................... Compton Peter Ringland ............................... Somerset James Henry Roe ............................. Pittsfield, Massachusetts Donald Paul Ruhl ............................ Baltimore David John Sachs ............................. Indianapolis Indiana Henry Harrison Sasscer, IV .................... Chevy Chas~ Paul Elmer Scheme!. .......................... Bayonne, New Jersey Haven Ely Simmons ........................... Cedar Rapids Iowa John Calvin Smedley .......................... Beverly Hills,' California Robert Perry Snower .......................... Kansas City, Missouri John Clarence Somers, Jr ...................... Crisfield Howard _L. Sorenson ........................... St. James, Minnesota John Trimble Spencer ......................... Easton William Gideon Spohn, Jr ...................... Baltimore Irwin Robert Tucker .......................... Bayonne, New Jersey Martin Zacharia Vogelhut ..................... Baltimore James Rodney Whetstone ...................... Denver, Colorado Robert Ar~hur Wilcox ......................... Storm Lake, Iowa Andrew Witwer, Jr. ........................... Joliet, Illinois Peter Christian Wolff .......................... Glen Echo Warren Seymour Zeik ......................... Bayonne, New Jersey FIRST YEAR-CLASS OF 1945 Rogers Garland Albritton ...................... Chevy Chase David Volk Andrews .......................... Pittsfield Massachusetts Alvin Barton Barber, Jr. ...................... Bethesda' Owen Barnes ................................ Kansas City, Kansas Stephen Windsor Bergen ....................... St. Albans, New York Eugene Blank ................................ Baltimore Joseph Patrick Blocher ........................ Grantsville Robert Thomas Bonham ....................... Greenbelt Harold Milbourne Boulden ..................... Elkton George Brunn ................................ New York, New York Robert Luther Campbell, Jr .................... Hagerstown Theodore Willes Clark ......................... White Plains New York Ro~ert Orv~! Davis ........................... Dravosburg, Pennsylvania Alvm Epstein ................................ Los Angeles, California Duane Kaye Furbush ......................... Palmyra, Michigan C. Westcot~ Gallup, Jr ......................... Englewood, New Jersey Kenneth GJrard Gehret ........................ West Lawn, Pennsylvania William Michael Goldsmith .................... Forest Hills, New York George Caleb Green ........................... Columbia, South Carolina Douglass Laird Guy ........................... Wauwatosa, Wisconsin Earl Judson Hendrickson ...................... Dundalk Chester Peter Hewitt .......................... Lawrence, New York Christian Arneson Hovde ...................... Pittsburgh, Pennsylvania Ha:old Julius Hyden .......................... Tulsa, Oklahoma Ellison Roy Jack .............................. Rochester, New York Robert Edwin John ........................... Uniontown, Pennsylvania Solomon Kadis ............................... Baltimore Donald Stewart Kaplan ........................ Brooklyn, New York 81 �82 CATALOGUE OF ST. JOHN'S COLLEGE Michael Christopher Keane .................... Brooklyn, New York Ralph Hail Keeney ............................ Providence, Rhode Island Donald Hartley Kellogg-Smith .................. Chestertown Arthur David Kelso, Jr ........................ Linthicum Heights Lawrence Leslie Levin ......................... West Hartford, Connecticut William Reynolds Lieb ........................ Bedford, New York John Larkin Lincoln, IV ....................... Washington, District of Columbia George E. Lmg ............................... Salisbury William McCormick Lundberg .................. Winnetka, Illinois Henry Resolved Mack ......................... Dover, Delaware John Duncan Mack ........................... Yonkers, New York Charles Ferris Maikoffske ...................... Pleasantville, New York Michael Joseph Manley ........................ Cumberland Frank B. Marshall, Jr ......................... Baltimore Orsell Montgomery Meredith, Jr ................ St. Petersburg, Florida Alexander Beauregard Morse ................... Washington, District of Columbia Edward Wingate Mullinix ...................... Severna Charles Arthur Nelson ......................... Berwyn, Illinois Erich Nussbaum ............................. Elizabeth, New Jersey Allen Homarei Ohta ........................... Morristown, New Jersey John Whitefield Owens, Jr. .................... Baltimore Elmer Thomas Owings ......................... Hinsdale, Illinois Walter Cabot Paine ........................... Chestnut Hill, Massachusetts Morris Albert Parslow ......................... Muskegon, Michigan Benton Bloch Perry ........................... Baltimore Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr ...... ......... Baltimore William Edward Schaefer, Jr ................... Baltimore Allen Polk Schoolfield, Jr. ..................... Pocomoke Verne Schwab ............................... Greenbelt Robert Julien Scolnik .......................... Grand Rapids, Michigan Vernon Milan Smith .......................... Baltimore George Palmer Stacy, Jr ....................... Charleston, West Virginia Edward Parkinson Taylor ...................... Provo, Utah Stephen Wayne Terry, Jr ...................... Indianapolis, Indiana Robert Treat Thompson ....................... Oakland, California Gene Perkins Thornton ........................ Greensboro, North Carolina Roger Tilton ................................. Santa Barbara, California John Mason Walker. .......................... San Rafael, California George Alexander Washburn ................... Detroit, Michigan SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Second Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 28 66 68 Total in College ..................................................... 184 INDEX Absence, excuses for. . . . . . . . . . . . . . . 39 Academic Standing ............. 38ff Acceleration .................. 52, 74 Activities . . . . . . . . . . . . . . . . . . . . . . 46ff Athletics .................. 46f, 70ff Clubs ........................ 47ff Dramatics ..................... 48 Music .................. 25, 32, 46 Publications ................... 48 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 52ff Application .................... 52 Requirements ............. 52ff, 74£ Examinations . . . . . . . . . . . . . . . . . . 53 Advanced standing ............. 53 Advanced Standing ............... 53 Aid, student . . . . . . . . . . . . . . . . . . . . 56ff Applications Admission . . . . . . . . . . . . . . . . . . . . . 52 Student Aid . . .. .. .. . . . .. .. .. .. 56 Rooms ........................ 49 Scholarships .................. 47ff Articles, magazines, on St. John's .. 77 Athletics ............... : ... .46f, ?Off Attendance Church ....................... 61 Classes ....................... 39 College exercises . . . . . . . . . . . . . . . 39 Board of Visitors and Governors .. 6, 7 Books, list of great ....... 19ff, 2lff, 36 Chronological . . . . . . . . . . . . . . . . . . 42 By years ...................... 44 By subject matters ............. 45 Calendar, College ........... .4, 5, 34 Campus ......................... 49 Caution Money ................ 50, 55 Charges, fixed . . . . . . . . . . . . . . . . . . 54ff Charter of College. . . . . . . . . . . . . . . . 61 Of King William's School. ....... 60 Civilian Defense . . . . . . . . . . . . . . . . . 75 Classics, new definition of .... 19ff, 36ff Clubs, College .................. 47ff College Calendar ............ .4, 5 34 Collegian ....................... : 48 Credits Semester hours . . . . . . . . . . . . . . . . 40 For entrance to graduate schools. 40ff Transfer of .................... 53 Curriculum Elective system . . . . . . . . . . . . . . . 17ff St. John's 1835 ................. 63 St. John's 1868 ................. 64 St. John's 1886-1923, block elective 65 St. John's 1923-37, open elective .. 65 Degree Requirements ......... 39, 66ff Dining Hall . . . . . . . . . . . . . . . . . . . . . 50 Discipline . . . . . . . . . . . . . . . . . . . . . . . 50 "Don Rags" .................. 35, 39 Dramatics ....................... 48 Elective Program ............. l 7ff, 65 Engineering Scholarships at Johns Hopkins .................... 58 English, admission requirements. . . . 53 Enrollment . . . . . . . . . . . . . . . . . . . . . 79ff Summary . . . . . . . . . . . . . . . . . . . . . 82 Entrance Examinations ........... 53 Essays .......................... 35 Examinations Entrance ...................... 53 Ornl ........................ 35, 66 Wntten .................... 35, 66 Annual .................. .4, 5, 35 State Scholarship ............... 57 Excuses, for absence .............. 39 Expenses . . . . . . . . . . . . . . . . . . . . . . . 54ff Faculty List .......................... 9ff Author teachers ............ 19, 36 Tutors ........................ 9ff Fellows . . . . . . . . . . . . . . . . . . . . . . 9 Research . . . .. . .. . .. .. . .. . .. . . 37f Re-education of ................ 38 Appointments ............... 38, 76 Fees College finances . . . . . . . . . . . . . . . . 54 Examination ................... 54 Annual ....................... 54 Tuition ....................... 54 Residence . . . . . . . . . . .......... 54 Payments ..................... 55 Deferred payment .............. 55 Caution money ................ 55 With financial aid ............... 56 Foreign Language Admission requirements ......... 53 See Greek, Latin, French, German French ....................... 26, 53 Freshmen, list of. . . . . . . . . . . . . . . . . 81£ German ................... 26, 53, 67 Grades .......................... 35 Graduate Schools, preparation for .. 40£ Greek ........................... 26 83 �84 CATALOGUE OF ST. JOHN'S COLLEGE History Of College . . . . . . . . . . . . . . . . . . . 60ff Chronological order of classics .. 24, 43 In St. John's Program ........ 24, 44 Hygiene .................... .46£, 51 Infirmary Service . . . . . . . . . . . . . . . . . 51 Instruction Methods in St. John's Program ................ 23ff, 46 Juniors, list of. . . . . . . . . . . . . . . . . . . 79£ King William's School. ........... 60£ Laboratory .................. 25, 3lff Exercises . . . . . . . . . . . . . . . . . . . . . 32ff Total Hours ................... 34 Subject Matter .............. 34, 35 Language, reasons for instruction in. 26 Requirements . . . . . . . . . . . . . . . . . . 40 Tutorials ...................... 26 Classics in Language and Literature ........................ 44£ Latin ......................... 26, 53 Law School Preparation ........ .41, 48 Lectures, formal .............. 25, 29£ Liberal Arts and Sciences, 15ff, 18, 22, 42ff List of Great Books, Classics ..... 42ff List of Laboratory Exercises ...... 3lff List of Lectures. . . . . . . . . . . . . . . . . . 29£ List of Students. . . . . . . . . . . . . . . . . 79ff Literature, Language and .......... 44 Location of College .............. 48£ Marine Biology . . . . . . . . . . . . . . . . . . 59 Marks .......................... 35 Mathematics, reasons for instruction in .......................... 27 Admission requirements ......... 53 Requirements .............. .40, 66 Tutorials ...................... 27 List of Mathematical Classics .. 42ff Medical Schools, preparation ... .41, 48 Music .................... 25, 32, 46 Concerts . . . . . . . . . . . . . . . . . . . . . . 4 7 Natural Science ........... 33, 34, 45 Occupancy of Dormitory Rooms. . . 49£ Officers of Administration. . . . . . . . . . 8 Philosophy . . . . . . . . . . . . . . . . . . . . . . 45 Political Science . . . . . . . . . . . . . . . . . . 45 Pre-military Training ............. 75 Preparation For admission ................. 52f For graduate schools ........ .40£, 66 For life . . . . . . . . . . . . . . . . . . . . . . l5ff President Former .................... 13, 62ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeriti ....................... 13 Probation .................... 39, 67£ Promotion ................... 39, 67£ Reading Parties .................. 38 Registration ................ 4, 5, 52ff Regulations Admission . . . . . . . . . . . . . . . . . . . . 52ff Academic Standing ............ 38ff Attendance .................... 39 Degree Requirements ...... 39£, 66ff Residence . . . . . . . . . . . . . . . . . . . . 48ff Religion Non-denominational ....... .47f, 60£ Reports ......................... 35 Requirements Admission ................ 52ff, 74£ Attendance .................... 39 Degree .................. .40£, 66ff Graduation ............... 39£, 66ff Languages ............. .40, 53, 66£ Mathematics ........... .40, 53, 66£ Familiarity with Great Books .40, 66ff Residence . . . . . . . . . . . . . . . . . . . . 48ff Research . . . . . . . . . . . . . . . . . . . . . . . 36ff Residence ................... .46, 48ff Rooms ......................... 49f For new students ............... 49 For old students ................ 49 Furnishing .................... 49 Occupancy . . . . . . . . . . . . . . . . . . . . 49£ Caution money .............. 50, 55 Schedules Weekly ...................... 34ff Student, typical . . . . . . . . . . . . . . . . 36 Term .................... .4, 5, 35 Years .................... .4, 5, 35 Payment of fees ................ 55 Scholarships . . . . . . . . . . . . . . . . . . . . 56ff College ....................... 56 State ......................... 57 Patriotic Societies .............. 58 Athletic ........ ,. ......... .48, 72 At other institutions ............ 58£ Science In modem world. . . . . . . . . . . . . . 22ff In St. John's Program ...... 22, 44f Laboratory ........... 22, 30ff, 66ff Liberal . . . . . . . . . . . . . . . . . . . . . . . . 22 Classics in science. . . . . . . . . . . . . . 421f S~minars .................. 25, 28, 68 Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 40 Seniors, list of. . . . . . . . . . . . . . . . . . . . 79 Social Sciences ................ 23, 45 Sophomores, list of. . . . . . . . . . . . . . . 80£ CATALOGUE OF ST. JOHN'S COLLEGE Staff, administration . . . . . . . . . . . . . . 8 Faculty ....................... 9ff Medical ....................... 51 Standing, academic ........... 35, 38ff Student Activities . . . . . . . . . . . . . . . 46ff Athletics . . . . . . . . . . . . . . . . . . . . . . 46£ Elective . . . . . . . . . . . . . . . . . . . . . 46ff Music ........................ 46£ Clubs ........................ 47f Publications ................... 48 Dramatics ..................... 48 85 Student Aid .................... 56ff Students List of . . . . . . . . . . . . . . . . . . . . . . . 79ff Theological Schools, preparation.41, 47f Transfer of credits ............. .41, 53 Tuition ......................... 54 Tutorials Mathematics ............... . 25, 27 Language ................... 25, 26 Vacations .................. .4, 5, 35 Year Book . .. . . . . .. . . . . . . . . . . . . . 48 � ST. JOHN'S COLLEGE IN ANNAPOLIS �'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE SEMINAR FOR 1941-1942 ~c LANGUAGE TUTORIAL "-.:; ANNAPOLIS, MARYLAND APRIL, 1942 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BoARD OF V1s1T0Rs AND GovERNORS. . . . . . . . . . . . . . . . . . . . OFFICERS OF ADMINISTRATION. . . . . . . . . . . . . . . . . . . . . . . . 1. A four-year, all-required course containing no electives. 2. Aimed at initiating in the student skills of learning in languages, mathematics, and abstract thinking that are necessary in anything he may choose to do for the rest of his life. 3. Available to applicants who pass the St. John's entrance examinations, regardless of their possession of high school credits. 4. Therefore not accelerated or compressed but rather available to students at a~ earlier age to permit completion of thei: liberal ~~ucation before they are sub1ect to nuhtary service. St. John's College has no graduate or professional schools and offers only the Bachelor of Arts degree. 6 8 FACULTY .......................................... This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: 4 9 THE ST. JoHN's PROGRAM On College Catalogues .......................... . Why a College Education Should Be Liberal ....... . The Crisis in Liberal Education ................... The Liberal Arts ............................... . The Classics as Teachers ........................ . Science and the Modern World .................... The Curriculum ................. . The Language Tutorial. ....... :::::::::::::: The Mathematics Tutorial .................. . The Seminar .............................. . The Formal Lecture ........................ . The Laboratory ........................... . The Schedule . ................................ . The Faculty .................................. . Academic Standing ............................ . The Degree of Bachelor of Arts .................. . A List of Great Books .......................... . In Chronological Order ..................... . By Years ................................. . By Subject Matter ......................... . RESIDENCE AND ACTIVITIES ........................... How TO APPLY FOR ADMISSION ...................... . FEES ............................................. FINANCIAL Arn APPENDIX A, HISTORY OF THE COLLEGE. . . . . . . . . . . . . . . . . APPENDIX B, THE DEGREE OF BACHELOR OF ARTS . . . . . . . . APPENDIX c, INTERCOLLEGIATE ATHLETICS......... . . . . . APPENDIX D, THE COLLEGE AND THE WAR. . . . . . . . . . . . . . . BIBLIOGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM...... STUDENTS ENROLLED IN ST. JoHN's PROGRAM............ INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 15 15 17 18 19 22 23 26 27 28 29 30 34 36 38 39 42 42 44 45 46 52 54 56 60 66 70 73 77 79 83 �COLLEGE CALENDAR COLLEGE CALENDAR 1941-1942 1942-1943 1942 1941 September 17-20 ............. Annual Examinations September 16-19 ... Annual Examinations September 20 ................ Registration September 19 ... Registration September 21 ................ Convocation September 22 ................ First Term begins September 20 .............. Convocation November 20 ................ Thanksgiving: holiday December 20 ................ First Term ends (Vacation begins 12 noon) December 19 ................ First Term ends (Vacation begins 12 noon) September 21 ............. First Term begins December 28 ........ Second Term begins (Vacation ends 9 A.M.) 1942 January 5 ................... Second Term begins (Vacation ends 9 A.M.) February 22 ................. Washington's Birthday (Holiday) March 21 ................... Second Term ends (Vacation begins 12 noon) March 30 ................... Third Term begins (Vacation ends 9 A.M.) June 6 ...................... Third Term ends June 7 ...................... Baccalaureate Sunday June 8 ...................... Class Day June 9 ...................... Commencement CALENDAR JANUARY S Ill 1 W I f $ .••••••• 1 2 3 4 5 6 7 8 910 11121314151617 18192021222324 25 26 27 28 29 30 31 APRIL IFOIR. 5 6 ; S M I WI 8 91011 March 6 May 22 ..................... Third Term ends (Vacation begins 12 noon) May 23 ..................... Baccalaureate Sunday May24 S 5 6 7 8 9w11 ~ ..................... a~sD~ May 25 ..................... Commencement For the duration of the war the College will not observe Thanksgiving Day, New Year's Day, and Washington's Birthday as holidays. • OCTOBER f ~234 ............... Second Term ends (Vacation begins 12 noon) March 15 ................... Third Term begins (Vacation ends 9 AM.) 1942 JULY S Ill I W I f S •••••• 1 2 3 4 •••••• 1943 MI WI •••••• f S 123 4 5 6 7 8 910 12131415161718 12131415161118 11121314151617 19202122232425 19202122232425 18192021222324 26 27 28 29 30 • • • • 26 21 26 29 30 31 • • 25 26 27 28 29 30 31 s CALENDAR JANUARY Ill i w 'If f s 1 2 ·3 ·4 ·5 "6 ·7 APRIL $ M i W i I' ·4 ·5 ·;; '1 8 9 10 11 12 13 14 15161718192021 22 23 24 25 26 27 28 .. •• •• •• • • •• .. .. • • ~~~~~ .. • • 1 2 3 4 5 6 1 8 91011121314 151611rn19 20 21 22 23 24 25 26 27 28 29 30 31 • • • • • • • • MAY AUGUST . . . . . . . . . . 12 •••••••••••• 1 3 4 s s 1 a 9 2 3 4 5 s 7 s NOVEMBER 1234567 a 91011121314 10111213141516 9101112131415 15161718192021 17181920212223 16171619202122 22232425262728 24 25 26 27 28 29 30 23 24 25 25 27 28 29 29 30 •••••••••• ~3_1~·-·~·J-· U.:_·~:_~:_·....:·.::.·:.:.";;,.•l-'3_;;0_;;3.:_~E.:_·~:...TE:.::•~....:·B:.:.•E.::.~;;,.·:.::·':..c1_:·:.:·....:·.:...·.:..."::...:..::•·:....:·:..:.·....::.·.:...·..::":..1 2 3 4 5 6 7 8 910111213 141515111019 20 21 22 23 24 25 26 27 28 29 30 • • • • • • • • .. • • 1 2 3 4 5 6 1 8 9101112 1n41s 1s 111a 19 20 21 22 23 24 25 26 27 26 29 30 .. • • .. 4 ••• ?Ef E~BJR4 5 6 7 8 9101112 13141515111s 19 20 21 22 23 24 25 26 27 28 29 30 31 •••• 1943 JULY s S M I Wi ·4·5·5·7 1 8 1 2 3 8 910 8 9 10111213141516 11121314151617 17 18 19 20 21 22 23 18192021222324 24 25 26 27 28 29 30 25 26 27 28 29 30 .. 31 •••••••••••• C9<>~~~o<>e~~<>GO FEBRUARY 1 2 3 4 5 6 7 FOR G OCTOBER I' $ 2 3 s Ill T W 1 ·3 '4 ·5 ·;; f s 1 2 '1 3 9 910 1i 121314161617 10 n 12 13 14 15 rn 18192021222324 11181920212223 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 . • • • . • . . . . . . • • o • o " o o o <> e ~ ~ Q MAY AUGUST NOVEMBER !FEBRUARY 1 ~ 2 3 11 6 6 7 1 2 3 4 5 5 1 2 3 4 5 6 8 91011121314 7 8 9 10 11 12 13 7 8 910111213 ·2 ·3 ·4 ·5 ·;, ·7 8 14151617181920 9101112131415 15161718192021 "!41516H181920 21 22 23 24 25 26 27 16171819202122 22 23 24 25 26 27 28 21 22 23 24 25 26 27 28 . . . . . . . . . . . . 23 24 25 26 27 28 29 29 3031 .... °' •• 28 29 30 . . . . . . . . • . • • • '" • .. Q. ...... 3031 .••••••••• • e ~ o o • e ., ~ ~ ~ ~ SEPTEMBER ., c " ~ ~ .. ~ • ~ ~ ... ~ ., 0 4 " DECEMBER 1 2 3 4 1 2 3 4 7 8 910 n 1213 8 91011 '5 '6 1 8 910 11 1415161711319 20 13141516111819 12131415161718 12131415161718 21 22 23 24 25 26 21 20 21 22 23 24 25 26 19 20 21 22 23 24 25 19 20 21 22 23 24 25 28293031 . . . . . . 27 28 29 30 ••••.• 26 27 28 29 30 .... 26 27 28 29 30 31 •• MARCH 1 2 3 4 5 6 ·;; ·1 JUNE 1 2 3 4 5 8 9101112 ·5 ·;, ·7 s �:\ DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. BOARD OF VISITORS AND GOVERNORS Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. HENRY F. STURDY, Professor, United States Naval Academy, Annapolis, Maryland. MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'CoNoR, Governor of Maryland, Annapolis, Md. ARTHUR H. BRICE, President of the Senate, Betterton, Md. . THOMAS E. CoNLON, Speaker of the House of Delegates, Baltimore, Md. JUDGES OF THE COURT OF APPEALS CARROLL T. BoND, Chief Judge .............. Baltimore, Md. BENJAMIN A. JoHNSON, Associate Judge ....... Salisbury, Md. EDWIN S. DELAPLAINE, Associate Judge ....... Frederick, Md. STEPHEN R. COLLINS, Associate Judge ...... Chestertown, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ......... LaPlata, Md. WILLIAM H. FORSYTHE, JR., Associate Judge. Ellicott City, Md. D. LINDLEY SLOAN, Associate Judge ........ Cumberland, Md. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. CoLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT BucHANAN, Dean, St. John's College, Annapolis, Maryland. BEARDSLEY RuML, Treasurer, R. H. Macy & Company, Broadway and 34th Street, New York City. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. 6 7 �FACULTY* OFFICERS OF ADMINISTRATION STRINGFELLOW BARR ..................... 139 Market Street PRESIDENT STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph. D ........... 11 McDowell Hall ASSISTANT TO PRESIDENT ]AMES S. MARTIN, B. A., J. D ............. 14 FELLOW AND PRESIDENT McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl&me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modem European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. FELLOW AND DEAN ASSISTANT DEAN RAYMOND WILBURN, B. S., M.A. ......... 14 McDowell Hall TREASURER KENT CAMPBELL, B. A. ................. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................. 11 McDowell Hall ScoTT BucHANAN .................. 248 King George Street B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. TUTORS LIBRARIAN LuLu VIOLA EBAUGH ...................... Woodward Hall DIRECTOR OF ADULT EDUCATION OLGA LAW PLUNDER, Ph. B. ............... McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S.................. Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. D.......................... Infirmary ARCHITECT WILLARD E. STAINBACK, B. S. in ARCH ....... McDowell Annex GEORGE ALTHOFF BINGLEY ..................... Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD KuEHNEMUND .............. 235 King George Street Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 1929-39. Tutor, St. John's College, 1939-. SUPERINTENDENT OF BUILDINGS AND GROUNDS MALCOLM L. BucKLEY, B. A. . . . . . . . . .... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut 8 HERMANN BERNHARD. . . . . . . . . . . . . . . .... 1309 Poplar Street "Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph. D., University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-25; Assistant Professor of Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-39. Tutor, St. John's College, 1939-. *Cf. pg. 36. 9 �10 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FORD KEELER BROWN . . . . . . . . . . . . . . . . 243 King George Street B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's Col!ege, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD. ]AMES STEWART MARTIN . . . . . . . . Wilson Road, Weems Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 193 7. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-3 7; Assistant Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-. . . . . . . . . 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-. WILLIAM HENRY BAYLIFF . . . . . . . . . . . . . . . . . 82 Conduit Street B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in Zoology, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. John's College, 1930-39. Tutor, St. John's College, 1939-. JoHN SPANGLER KIEFFER . . . . . . . . . . . 245 Prince George Street B. A., Harvard College, 1927, as of 1926; M.A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 192 7-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-. GEORGE HAROLD McFARLIN . . . . . . . . . . 101 Monticello Avenue B. A., 1925, M.A., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-39. Tutor, St. John's College, 1939-. TENCH FRANCIS TILGHMAN . . . . . . . . . . . . . 36 Maryland Avenue B. A., 1928, M.A., 1930, Ph.D., 1933, University of Virginia. Instructor in English, University of Virginia, 1929-33. Instructor in English, St. John's College, 1934-39. Tutor, St. John's College, 1939-. RoBERT CATESBY TALIAFERRO . . . . . . . . . . . 2 . .. 96 Cathedral Street B. S., College of the City of New York, 1930; M.A., 1931, Ph.D., 1934, Columbia University; Fellow, The Institute for Advanced Study (Princeton, New Jersey), 1935-37. Teaching Fellow in Physics, College of the City of New York, spring, 1930; Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. John's College, 1937-. Cumberland Court B. A. with Final Honors, University of Virginia, 1928; Certificat d'etudes superieures en philosophie generale, et certificat d'etudes superieures en histoire de la philosophie, Univ. de Paris, 1932; Ph.D. in philosophy (with minor in mathematics), University of Virginia, 1936. Assistant d'anglais au Lycee de Rochefort, France, 1928-29. Fellow in philosophy, University of Virginia, 1934-35. Assistant in philosophy, University of Virginia, 1935-36. Assistant to Professor Mortimer Adler in the special pre-legal course, University of Chicago, and Member of the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, 1937-. CHARLES GLENN WALLIS, 30 Wendell Street, Cambridge, Mass. B. A., University of Virginia, 1936. Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Tutor, St. John's College, 1937-38. Editor, St. John's College, 1938-. wIL LIAM B. A., Chicago, Chicago, 1937-38. . . Brice House GORMAN .. ' ... ' .. ' ' ... ' . University of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. JACOB KLEIN. . . . . . . . . . . . . . . . . . . . . . . .. 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. GEORGE GAINES LECKIE . GEORGE CoMENETZ . . . . . . . . 11 . Brice House B. S., 1928, M. S., 1929, Ph.D., 1933, University of Virginia. Instructor in Philosophy, University of Virginia, 1930-31, 1932-34. American-German Exchange Fellow, University of Hamburg, 1931-32. The Sterling Fellow in Philosophy, Yale University, 1934-35. Assistant in Philosophy, University of Illinois, 1935-36. Assistant Professor of Philosophy, University of Kentucky, 1936-37. Associate Professor of Philosophy, Elmira College, 1937-38. Assistant Professor of Philosophy, St. John's College, 1938-39. Tutor, St. John's College, 1939-. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 13 . 145 Prince George Street RAYMOND NEIKIRK WILBURN .................. Brice House BERNARD MANN PEEBLES ...... . B. S., 1935; M.A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-. B. A., 1926, University of Virginia; M.A., 1928, Ph.D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-. ELLIOTT CooK CARTER, ]R ................... St. Margaret's B. A., 1930, M.A., 1932, Harvard College; student with Nadia Boulanger, Paris, 1932; Licence de Contrepoint, Ecole Normale de Musique, 1935. Tutor and Director of Music, St. John's College, 1940-41. Tutor, 1941-. JosEPH WINFREE SMITH ............ 176 Prince George Street JOHN OTTO NEU STADT ............. 248 Prince George Street B. A., St. John's College, 1939. Tutor, St. John's College, 1940-. WILLARD EDWARD STAINBACK ................. Brice House B. S. in Architecture, University of Virginia, 1928; Certified Architect in Virginia. Tutor and Superintendent of Buildings and Grounds, St. John's College, 1940-41. Tutor and Architect, 1941-42. 3. A., 1934, M.A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. CHARLES EDWIN V AYNE .................... Pinkney House B. A., 1941, St. John's College. Tutor, St. John's College, 1941-. LECTURERS KENT CAMPBELL ............................ Brice House MoRTIMER ADLER .............. 20 Cedar Street, Chicago, Ill. 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. THOMAS LANSDALE HILL. . . . . 176 Prince George Street ALEXANDER MEIKLEJOHN ... B. A., 1941, St. John's College. Tutor and Athletic Director, St. John's College, 1941-. . .... 1525 La Loma Avenue, Berkeley, Calif. B. A., 1931, M. S., 1933, Lehigh University, Ph.D., Massachusetts Institute of Technology. Teaching Fellow, Lehigh University, 1931-33, Teaching Fellow, Massachusetts Institute of Technology, 1933-36. Assistant Professor of Physics, Montana State College, 1937-38; Associate Professor of Physics and of Horticulture, Montana State College, 1938-41. Tutor, St. John's College, 1941-. Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-. N1coLAS NABOKOV ....................... 1413 West Street MARK State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, ]941-. A. B., 1914, A. M., 1915, University of Illinois; Ph.D., Columbia University 1920. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-. HARRY CHARLES KELLY ...... Monroe Street, West Annapolis VAN DOREN ....... 393 Bleecker Street, New York City �14 CATALOGUE OF ST. JOHN'S COLLEGE PRESIDENT EMERITUS THOMAS FELL .......................... Ruxton, Maryland Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sydney College, 1889, University of Pittsburgh, 1912, William and Mary College, 1921; D. C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. PRESIDENT EMERITUS ENOCH BARTON GAREY .................. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER ....... Bembe's Beach, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. PROFESSOR EMERITUS OF BIOLOGY REGINALD HEBER RIDGELY .......... 2108 Mt. Royal Terrace, Baltimore, Md. B. S., 1895, M.A., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-39. PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL ..................... Baltimore, Md. B. L., and B.Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in numbers of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people who want an education. It would be convenient and truthful to announce the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, " Cf. Appendix A. 2 15 �16 CATALOGUE OF ST JOHN'S COLLEGE knowledge, and useful literature because such in.stitut.ions a~e of the highest benefit to society. In an aristocratic soCiety this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are CATALOGUE OF ST. JOHN'S COLLEGE 17 allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should protect themselves from the drag of the immediate utilities and schools of vocational training which minister directly to them. Such institutions, together with the public schools, are the spiritual strongholds of the democratic state which watches over and insures the enterprises of free men. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the principle of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialise The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its cour~es, and became timidly and fanatically preparatory. In accedmg to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. �18 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modern equivalent. That is what St. John's College decided to do in 193 7. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean young men who are capable of learning. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modem subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy making the quadrivium. In the center and foreground stands a pair of chemical balances which represent the instruments of the modem scientific laboratory, where the liberal arts are being practised at their best and fullest in the modem world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. We recognize the necessity of having special methods for special subject matters, and that is an elementary point in the teaching of the liberal arts, but the unity and organization of methods in the habits of a man and his intellectual and practical relations with the world are left to chance. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision and facility in this most human of all human actions. The formulation of alternatives for such choice is the highest 19 THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 42. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books have been chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list has been under criticism and testing by teaching and learning experience during this period, and that process continues under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing languages and mathematics for reasons �20 CATALOGUE OF ST. JOHN'S COLLEGE that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exen1plify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees iL The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally viola"ted in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ar.nbiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia sever~l distinct, complete, and independent meanings, each allowmg the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a g~e~t book ~h~ll be honest about the limits of its powers cf expos1t1an, adn11tt1ng the paradoxes my~steries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination CATALOGUE OF ST JOHN'S COLLEGE 21 to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form and matter, substance, tragedy, and God extend, moderate, and balwce the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Westem World. It is this thread that the elective system lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to �22 CATALOGUE OF ST. JOHN'S COLLEGE construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. Jo.hn's College has more required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For this purpose we have set up a four-year laboratory in m2thematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the CATALOGUE OF ST. JOHN'S COLLEGE 23 drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. All this provides the material and intellectual background for the modern study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross and agree that the proper study of mankind is man. This point is represented in many of the books, and also in the person of the college physician who not only cares for the physical well-being of the students, but who also teaches in the classes and directs the work of the laboratory toward a medical humanism. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is the production of good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for doing this in four thirty-week sessions of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 42 to 45 the reader will find three listings of the books. �24 CATALOGUE OF ST. JOHN'S COLLEGE The first shows the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, Veblen and Young. This represents the required readings for the four years and implies further readings in secondary books as well as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four years of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science on the one hand and on the other hand those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. The St. John's student reads all of the list. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books written for the most part CATALOGUE OF ST. JOHN'S COLLEGE 25 in Latin and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This arrangement was made not because of any underlying theory about recapitulations of history, but it happens to catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational media. We may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and re-integrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to re-assimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them respectively Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar and the laboratory come perhaps nearest to the immediate educational end which we are aiming at, while the tutorials and lectures make secondary contributions. The picture will be clearer if we take them up in inverse order. �26 CATALOGUE OF ST. JOHN'S COLLEGE The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and thought. The second term is concerned with various kinds of translation from important texts in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects CATALOGUE OF ST. JOHN'S COLLEGE 27 are in sustained powers of imagination and therefore m mcreased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay· and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on �28 CATALOGUE OF ST. JOHN'S COLLEGE speculation but upon the literary and scientific imagination. Again the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, almost all of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. CATALOGUE OF ST. JOHN'S COLLEGE 29 The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the College faculty give the rest, no single lecturer giving more than three during the year, Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university class-room. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. LECTURES FOR 1939-40 September 29 .. The Liberal Arts and the Black Arts . ...... Scott Buchanan October 6 .... . Rhetoric .......... , ........... , ....... James S. Martin October 13 .... Grammar ............................. Stringfellow Barr October 20 .... Logic and Dialectic ..................... , Raymond Wilburn October 27 ... .Symbols ............................... Edgar Wind Warburg Institute, London November 3 ... Limits ................................ Edward Kasner Professor of Mathematics, Columbia University November 10 . . Shakespeare's "Agamemnon" ............. Ford K. Brown November 17 . . Power ................................ John S. Kieffer December 1 ... Politics: The State ...................... Mortimer J. Adler December 8 ... Se11iinar Dialectic ...................... Scott Buchanan December 15 .. The Discovery of the Earth by the Greeks .. J. K. Friedl2.nder The Johns Hopkins University January 5 ..... The Poetics ............................ Richard Scofield January 12 ... . Hippocrates ........................... Ludwig Edelstein Institute in the History of Medicine, The Johns Hopkins University �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE LECTURES FOR 1939-40-Continued 30 The laboratory is primarily in charge of an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. The following is a list of Laboratory Exercises by years. It is based on a schedule which has actually been followed but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. January 19 ... . Four Commentators on Aristotle's "Logic". Richard P. McKeon Dean, Humanities Division, University of Chicago January 26 .... More Limits ........................... Edward Kasner Professor of Mathematics, Columbia University February 2 ... . Galen ................................. Owsei Temkin Institute in the History of Medicine, The Johns Hopkins University February 9 ... . Passion, Fate, Knowledge ............... . Jacob Klein February 16 .. . Measurement .......................... Scott Buchanan February 23 .. . Authority and the Types of Regimes ....... Mortimer J. Adler March l ...... Drama: Moliere's Tartuffe ............... King William Players March 8 ...... Greek Chess ........................... John S. Kieffer March 15 .... . Rabelais .............................. Albert Jay Nock March 22 ..... Dante, Ce1·vantes, and the lYlannerheim Line ................................ James S. Martin April 1 ....... The Classics and World Politics . .......... Heinrich Bri.ining April 5 ...... . Hogarth and Swift ...................... Edgar Wind Warburg Institute, London April 12 ...... Geometry and Nature . .................. Edward Kasner Professor of Mathematics, Columbia University April 17 ...... Bible Reading .......................... Alexander C. Zabriskie Dean, Virginia Theological Seminary April 19 ...... Religion, Economics, Politics . ............ Mortimer ]. Adler April 26 ..... . Milton ................................ Mark Van Doren Professor of English Literature, Columbia University May 3 ........ Comenius and Locke . ................... Alexander Meiklejohn May 10 ...... . Human Equality ....................... Jacques Maritain May 15 ...... The Demonstration of Democracy . ........ Mortimer ]. Adler May 17 ...... . Speculative Thinking in Medieval Music ... Manfred F. Bukofser May 24 ....... Matthew Arnold ....................... Alexander Meiklejohn June 5 ........ Thucydides ............................ Stringfellow Barr The Laboratory The scientific laboratory is perhaps the most unique institution in the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to take specialists in the sciences, to reeducate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. FIRST YEAR l. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR 1. Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 3 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 31 �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-Continued 8. Perspective projection 9. Focal points and light (floating paraboloid) 10. Parametric equations of ellipse 11. Conics as four line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 15. Celestial machines 16. Celestial machines 17. Sun and moon 18. Gilbert's De M agnete 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Music Music Music Copernicus Kepler Prism colors and dispersion Chromatic aberration of a lens Geometrical characteristics of Iceland spar Double refraction Double refraction of polarized light Speed of light Fluid pressure THIRD YEAR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Power of the vacuum Strength of beams Strength of beams Strength of beams Falling bodies Projectiles Sheep heart Blood vessels of cat Matter: crystalline state Blood vessels of cat Boyle's law Living heart in frog and turtle Matter: liquid and gaseous states Smaller blood vessels in living frog Urogenital system of male cat Water and its properties, distillation Dogfish shark and aquatic vertebrates Surface tension Dogfish shark and aquatic vertebrates Dogfish shark and aquatic vertebrates Electrostatics Electrolysis of water, Faraday's laws Electrolysis of water, equivalent weight Rigid body equilibrium Conservation of mass; filtration, reduction with charcoal Compound pendulum Lavoisier on calcination and combustion; oxygen Atwood's machine Chemical reactions Conservation of momentum Centripetal force Hydrogen, acids, oxidation and reduction 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's atomic theory 35. Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avogadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmosis 40. Magnetic fields 41. Sodium chloride: the active metal sodium 42. Sodium chloride: the active nonmetal chlorine 43. Standard units in chemical reactions. Chemical notation, equations, formulae 44. Faraday's laws of electrolysis 45. Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Reduction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts in aqueous solution. Neutralization 49. Electromagnetic induction 50. Ionization 51. Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56. Music 57. Music 33 FOURTH YEAR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Fabrics of the animal body Magnetic measurements Fabrics of the animal body Law of magnetic forces Fabrics of the animal body Standard measures of electric current Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body The structure of the atom Law of mass action Diffraction, interference Chemical equilibrium Diffraction grating Carbon and its compounds: I: the paraffins II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. 28. 29. 30. 31. 32. 33. 34. Hydra Hydra Genesis of animals Genesis of animals Genesis of animals The Protozoa-animal taxonomy The Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pomage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyalcohol Potentiometer, thermocouples Ethers, acid anhydrides, hydroxyacids Electromagnetic induction Carbohydrates (sugars, starch, cellulose) Joule's electric heat Isocyctic, aromatic hydrocarbons; Cyclo-olefins, -paraffins Fourier's heat analysis The Fifth Group of the Periodic Table Ammonia, amines, amino-acids, proteins Music Music Music 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. The distribution of exercises m the conventional subject matters follows: A .................... Astronomy B .................... Biology C .................... Chemistry D .................... Drawing G .................... Geometry M .................... Music P .................... Physics A I 2 3 4 1 8 0 0 9 B 3 3 9 D 25 2 3 0 0 40 5 G 8 5 0 0 13 3 3 3 p 12 8 23 10 13 53 M 4 c 0 0 22 12 34 Total Laboratory hours 501. The topics selected from the conventional subject matters follow. For further information concerning standards, see Ap~endnc B on Degree Requirements, page 66. �34 CATALOGUE OF ST JOHN'S COLLEGE Astronomy.· Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart and blood vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals· The Protozoa-animal taxonomy; Heredity in the pomage fly. Drawing: Orthographic projection; Perspective projection. Geometry: To Euclid: 8; to Apollonius: 5. Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Group of Periodic Table; Ammonia, proteins. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students the same year are reading the same books at the same time the same immediate preparation. This may be the week that "all Greek to me" look is on freshman faces they are learning the Greek alphabet; or it may be the weeks that they are meeting Greek algebra in the fifth of Euclid's Elements; or it may be the first assignment Thucydides when the seminar leaders are wondering if students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a schedule marks and emphasizes. There is a calendar for four years divided according to subject matters and learning; there is a calendar for the year, there is a for the term and for the week. Each morning for five days of the week each student one hour in a language tutorial and one hour in a tutorial. One afternoon a week each student spends three in the laboratory during the first two years; in the last years, two afternoons a week. Two evenings from eight to each student attends a seminar in organized conversation discussion of the scheduled readings. On one or two there are formal lectures. Nineteen or twenty hours per CATALOGUE OF ST. JOHN'S COLLEGE 35 are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for ten minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are recorded in these don rags, but they are not the center of interest, as is shown by the fact that the student is invited to report on himself or to inquire about his case. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of June. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The dose organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. �36 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat: Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Freshmen, Sophomores (Lecture) for Juniors, Seniors Seminar Formal Lecture At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel According To St. John, in Greek and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Gilbert: On the Magnet Lavoisier: Elements of Chemistry Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology THE FACULTY Part of the intention of the elective system since the tim of its introduction at Harvard has been to encourage the com bination of teaching and research in each member of the faculty The principle is that the teaching mind must be a learnin mind, and therefore good teaching demands continued learn ing. This has come to mean in academic practice that th good teacher must be making original contributions to knowl edge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first prin ciples and making another application of them. Learning is co-operative enterprise and it is best carried out when perso at different stages of comprehension work together. The typic learning situation at St. John's involves ten or twelve learner First in the learning line come the author-teachers, the write of the great books, who are talking in most cases at the hi point of their own learning. Next comes the reading and tal ing teacher who is a member of the faculty: his stage of learni is somewhere between the author and the best student. The then follow the other students at distances proportional to th degree of understanding. The old-fashioned ranking of class in the little red schoolhouse is the image that we have in min 37 following books have been translated for the first time English by members of the faculty: Apollonius: Conics Ptolemy: Almagest Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man following books have been re-translated by members of the fy: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE This represents the first line of research. The second line of research consists in the constant reinterpretation of the book list which occurs as an immediate by-product of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria. For members of the previous faculty at St. John's, experience in teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanaing of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them will be taken on as teaching assistants as soon as they are ready. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It i.s assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. 38 ACADEMIC STANDING The system of instruction allows for a dose and acquaintance of instructors and students; therefore the dent's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the ''don rag" and the combined judgments of staff are based on more than recorded grades. Since this the case academic standing is not determined by or literal grades, and it is made and reported for the of advice and planning both for the teachers and the 39 Attendance on all regular scheduled college exercises IS required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS* The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts. Compe~ence in mathematics through the elementary calculus; A readmg knowledge of at least two foreign languages. CL Appendix B, pg. 66. �CATALOGUE OF ST. JOHN'S COLLEGE 40 CATALOGUE OF ST. JOHN'S COLLEGE In semester hours as recorded in the regular elective system this amounts to: Semester H oitrs Four Years One Year Language and Literature ................ 10 40 Mathematics and Science ................ 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 ( ~ actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 A more detailed analysis of the content of these degree requiren1ents will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their :final decisions on candidates on the basis of individual records and merits and ignore the bare n1inirnum certification of the ordinary degree. The rated B. A is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, 41 the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow det~iled and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis to which they have been driven by the depression on one hand and the academic disorder of the last generation on the other. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school g1:1aduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the essential needs in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. �42 CATALOGUE OF ST. JOHN'S COLLEGE I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey lEschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and iVJ oon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: lEneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History Ptolemy: il1athematical Composition Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On Music, Concerning the TeachM Justinian: Institutes Scotus Erigena: On the Division of Nature Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on lvlan Dante: Divine Comedy Chaucer: Canterbury Tales Villon: Le Grand Testament Oresme: On the Breadths of Forms Pico dell a Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Circles Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Hemy IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Gahieo: Two New Sciences Descartes: Geometry, Discourse on 111 et hod, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe CATALOGUE OF ST. JOHN'S COLLEGE Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics . Newton: Principia Mathematica Locke: Second Treatise ?n Civil Government Huygens: Treatise on Light . Berkeley: Dialogues between Hy_las and Phzlonous Leibniz: Discoiirse on Metaphysics, M onadology Vico: Scienza Nuova Swift: Gidlivels Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Torn ]ones . Voltaire: Candide, Micmmegas Rousseau: Social Contract . Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason C01tstitution of the United States _ . , Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Science of Logic , . Coleridge: Biographza Literaria Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Balzac: Pere Goriot Faraday: Experimental Researches in Electricity Schopenhauer: W arid as Will and Idea Peacock: Treatise on Algebra Thackeray: Henry Esrnond Dickens: Bleak House Boole: Laws of Thought Virchow: Celliilar Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experi11iental Medicine h1«mdel: Experiments in Plant Hybridization Hamilton: Quaternions Riemann: Hypotheses of Geometry Dostoevski: The Possessed Matx: Capital Talstoi: War and Peace Dedekind: Essays on Niimbers Maxwell: Elect;icity and M agnetirni Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Galton: Enquiries into the Human Mind and its Faculties Joule: Scientific Papers Clifford: Common Sense of the Exact Sciences James: Principles of Psychology Freud: Studies in Hysteria Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of M athem,atics Veblen and Young: Projective Geometry 43 �~ Cll >--l 0 ~ ~r ... = ""'" . .. ., "' .. ., "' ~ .. ., " ~ ., "'" "'" ~ I0"> "' ~ ""'" ~ ..., = g. ...... ~~~ n SU~-~ pJ C'tl ~;;:l:=J ~:s::s:~ g ir~g.i;i g:g. s -oo ~ '""''~ x~ = ~ ~ ~ en O> ,.. a: n A '<S ~q>~Cll<Q~~<~~~M~Q~O~~ "'· ~o ~ o i-o·"'"'·~ ..... fll ~~'"i ~'"i pJ o pJ ~ p.. ~-O"'rtiOnoo~OpJOQ '"i i::.: Q~sQg:>g>2'a"';;:JsO.~ ~ ~e>'cnpJ ~ ~ ... ::;·§:=(ti 0 g~aens~~g·=~s ;~~a = ~;-"= 1l ~ &Q·;; ... 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"' n Pi"° 8 =' "irir~i'l """' """' r.n oo N <'D ' r-t- Fi~-~ ., ... 0 ...... fll <en~ r.n ro tzj '""'' i:::: 3.8_. l"'t ="' ~>~=:l.g(I)&; to en "'.g E; ~ = 1-'•C'l> ~ t:::it-<::i::toz::r:Q 0 (D pJ pJ ;:t~'<l'::l..:i:l:;JS:: = o =..... en ="< ~.g 0 aq<"DS'(i)(D pJ ~Qt:::)OOt"'Q~> pJ ,.,. "t::f n> i::.:o O """' n ~ O"'Cl>"t:' ("D 0 -rti ~ '"1 -o 0 =CD CbpJ=ss t:S n n> C'IJS pJ ::i. CD l-1 l"'t ~ '"1 t:S §' ~ en '< =· en Cll ._ Q Cll to z z ~ "'"" ~ :... ~ ~ ~ > ~ Cll @ (I) (') ~ t-< M Q M ~5':~~~ ~ ::r'~ 0 a.. ~ ~· .. s 'g ~· CIJ ~ I">""'"""' s., n n ~ '"1 (n ~ 0 ~ ;1 ~ t-<~~ =~(JQ ~ ::i.~ s"' = =::r::i. t:I ro -o g JU pJ !>.. ~ ~ !!!... ;; fl ~s~~ (/) ~.~ ~ ~ .., ~ ~- ~ !>.. LahoratDf"'.'I es EUripides Aristophanes Lucian Virgil The Bible Dante BurntNjal Song of Roland Chaucer Villon Cervantes Shakespeare Milton Rabelais Racine Grotius Corneille Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Coleridge Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi ckero • Lucretius Epictetus Pio tinus Augustine Scotus Erigena Bonaventure Thomas Aquinas Pico Pascal Spinoza F. Bacon Hobbes Locke Berkeley Hume Leibniz Kant Schopenhauer Hegel Bentham Poincare James es Plutireh Tacitus Justinian Machiavelli Montesquieu Grotius Spinoza Calvin Hobbes Vi co Gibbon Locke Rousseau Gal ton Bentham Mill Freud Adam Smith U. S. Constitution Federalist Papers Malthus Marx E1lclid Nicomachus Aristarehus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Hamilton Fourier Boole Riemann Cantor Dedekind Hilbert Russell Veblen & Young Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Leonardo Oresme Galileo Kepler Harvey Gilbert Newton Huygens Boyle Lavoisier Fourier Dalton Clifford Faraday Darwin Maxwell Joule Virchow Bernard Mendel Freud James (Three hours per week for first and second years; six hours per week for third and fourth years) Graphical Constructions Instruments Crucial Experiments Concrete Problems (Presented and brought up to date in Laboratory Manuals) ~ 0 § i:zj 0 ~ Cll ;1 ._ ~ (I) ~ t-< M Q i:zj ~ �CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES 47 development of new skills which in turn add to the vigor of the curricular work. Since 1939 athletics at St. John's have been organized on an discipline and develop his native powers, and at the same intramural basis with active participation by more than eightylearn how to associate with other people in such a five per cent of the student body.* With the aid of student continue this development throughout life. Not athletic scholars who are experts in sports, the St. John's curriculum at St. John's, but the arrangements for Athletic Director carries on a series of individual and team and extra-curricular activities as well, are ordered sports throughou~ the entire y~ar. The athletic facilities inpurpose. clude a well-eqmpped gymnasmm, two large playing fields, tenn is courts surfaced for all weather playing, and a College . Activities h · ·1· d" h" boathouse wit six sa1 mg mg 1es, a sailing sloop, and coordiIt is no paradox, in view of the above, to say that the facilities for water sports. Excellence of performance in purpose of extracurricular activities is amusement and a wide variety of sports including sailing, tennis, handball, tion. Men can work in order to play, or they can play in ~-·~~""'"' badminton, boxing, swimming, baseball, basketball, to work. The hard work of the curriculum would be lacrosse, and track is the instructional ideal and is if it were looked upon as a drudgery to be endured until through a number of individual and team awards. was possible to get away to the movies. Unless a student in the athletic program is required only upon be helped through to the stage in which he finds actual by the College Physician. ment in the use of the powers he is developing, his Extracurricular music complements the musical part of the will be too slow for profit. curriculum. Curricular music includes formal lectures In a community where people relax in order to be on music, group readings and seminar discussions of musical work better the amusement must be primarily amusing laboratory practice with stringed instruments, and not merely disguised instruction. However, in order to which take up part of the time otherwise devoted to amusing at all college activities have to be proportioned lectures. The extracurricular music program makes the expanding abilities of the members. Forms of to a maximum number of students the opportunity that involve disuse of developing powers, rather than the necessary personal habits for the enjoyment of use, tend to be dull rather than amusing. Activities large orchestral and choral groups composed to derive some vitality from the work they support of the College and residents of Annapolis and the degenerate into mere time-killers. territory meet regularly under the leadership of The general policy of the College is to encourage Director of Music, and give a number of contaneous group activity that shows promise of a · the College year. The Reverdy Johnson House to the life of the community. The College cooperates in campus is a music center, containing a well-stocked financing of those activities that require expenditures; of recordings,. sheet music and scores, a recording advice is given where necessary to the smooth functioning an automatic phonograph, a grand piano and a the activity. of orchestral instruments. Elsewhere on the' campus and phonographs available for student use. Music and Gymnastic Activities Music and athletics seem to furnish the clearest :,c.:,J)oJme student activities are really an extension of the curfor extracurricular activities at St. John's. The recreation for example, the Theology Club in which students relaxation furnished by athletics and music also result in =--"'""~~~- A college should be a community in which the student 46 for the elimination of intercollegiate competition from the College are set out in detail in Appendix C. �48 CATALOGUE OF ST. JOHN'S COLLEGE and faculty pursue in greater detail problems rai~ed by th seminar discussions of philosophical and theological work· Other groups represent similar specialized pursuits in politic, law, medicine. The St. John's Collegian is a weekly student newspap which reports and comments on the event~ in the commun.it The St. John's Yearbook is a student-edited yearly public tion which departs radically from the conventional year boo, format. In its present form it is a magazine who~e purpose to recapitulate and summarize the past academic year: T King William Players serve as a center for the re.a~i?g drama and poetry in general, as well as for the activities play production. In preparation for the spring of 1942 Sophocles' Oedipus Rex, as a joint undertaking of the drama and musical groups. The Variety Club, specialists in libel and slander, prese an annual comic revue satirizing the faculty and the Colle program, or other matters of curren~ interest. The Cotilli Club presents a series of formal and mformal dances throu out the year, including eight popular motion pictures, follo . by dancing to recorded music and Coffee Shop table servi around the dance floor. The Film Club organized in 1941, has presented a ser" of the outstandin~ foreign and domestic film production the "classics" of cinematic art. As supports for an active social life, the College ~rovide complete central social unit which consists of a Readmg Ro supplied with magazines and newspapers, a Coffee Shop, a a Book Shop for the use of the whole College. In additi there are smaller social quarters in each dormitory u equipped with radios, ping pong tables and comfortable fll;r ture. By providing these facilities the College authont expect to foster in the students a recognition of the responsibility for their own human welfare. Residence St. John's College is situated on the edge of the seventee century seaport town of Annapolis. The town has the air reputation of a romantic history. Actually it has a. pop tion of about fifteen thousand people who are occupied fishing and shipping in the harbor, with the training of CATALOGUE OF ST. JOHN'S COLLEGE 49 shipmen in the Naval Academy, with governing the State of ¥aryland from the state government offices, and with the ~ifteral education of young men in St. John's College. A cer.· number of retired naval officers and men of business live tates in Anne Arundel County surrounding the town. e College has ten buildings on a tract of twenty-six acres. of these buildings are for student residence, two of them as dormitories, and three originally used as residences ministrative officers of the College. These five buildings ow furnished as residence halls for students on a plan for . unit College communities, each with a small-scale unit dent government within the common life of the College. attempt is made to relate the grouping of students in the to their seminar groups and their athletic teams. These tegrated communities within the larger college comteach the incoming student to accept and enforce ts upon himself and also to make proper use of the d support that other students can give him in his colLower class dormitory units will be under the superresident faculty members beginning with the 1942-43 dents not living at home are required to live in the 'buildings and to take their meals in the College Dining ormitory room is provided with the necessary furniding a single bed with mattress, pillow, pillow cover read, a chest of drawers, book shelves, Venetian window shades, a study table, chairs, lamp, and a :et. Towels, bed linen, and blankets are to be supe student, as are also such decorations as window rugs, and runners for chests of drawers and tables. t should consult his prospective roommate, if any, n good taste in planning room decoration. Freshquently assigned to single occupancy rooms. ts should apply for rooms before they leave for vacation. Application blanks may be obtained nager of the Dining Hall and Dormitories. Stu. h to room together should file joint applications. �CATALOGUE OF ST. JOHN'S COLLEGE 50 New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy in September as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the second day before registration day. For definite dates in 1942 see the College Calendar. The College maintains the care of the dormitories. are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student who occupies a room in a dormitory must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is calle · Caution Money. The College reserves the right to repair completely, a the expense of the occupant or occupants, any dormito room and furniture which have been seriously damaged. Intentional damage to College property is · offense, and it will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dinir Hali and Dormitories. Special attention is given to a balanc diet, an interesting variety of menus, and reasonable cost. T Dining Hall is closed when the College is not in session, exce for single holidays; it will be open beginning with the eveni CATALOGUE OF ST. JOHN'S COLLEGE 51 meal ~f the day before examinations in Septemb . fast will be served on the mornino- of the firs(· d er,fonhly break"' ay o t e Ch . mas recess, and only supper will be served 0 h ~ist. h . n t e day JU 8 t prece dmg t e resumpt10n of classes· a similar 8 h d l . . ' c e u e will be observe d bef ore an d after the Sprmg recess. ~ Infirmary Service J?. ~ully equipped Infirmary is maintained at the Colle e It is m charge of the College Physician ' a tra;ned nurse an gd. • . stu dent assrntants. ' The College Physician holds office hours each d ay at t h e . In fi rmary. D urmg these hours his services are free to th · ose who have pa1'd t helf regular College fees. Medical services rendered by other~ than members of. t~e . C?llege Infirmary staff, whether for sICkness or for athletic m3unes, are not aid for by the College. p Any illnes~ must be reported promptly by the student. Students suffermg from contagious or infectious diseasps t "d . I I fi ~ mus t~s.1 e m t 1e n rmary until discharged by the College Phys1c1an. The College Physician makes a daily report to the Dean. �HOW TO APPLY FOR CATALOGUE OF ST. JOHN'S COLLEGE ADMISSIOJ',~ General* The revolution which reestablished the liberal arts curriculum in St. John's College in 1937 was a movement i?. t~e Republic of Education which anticipated the c.urrent cr.1s1s m world history. When the liberal arts were remstated m the College, it was known that many of the contemporary educ~ tional conventions do not promote the most successful pursmt of the liberal arts but the difficulty of the immediate task that faced the Colleg~, that of putting a liberal curriculum ~nto operation, made advisable the postponement of the solut10ns of some of the more extrinsic problems. The war has heightened the necessity ~hat already .existed of making the revision in entranc~ reqmr~men~s wh1~h .has been obviously implied by the curnculum smce its begmmng. The admission procedure which is described below should be understood as the solution to two problems: (1) that of selecting students properly prepared to pursue the St. John's curriculum, and (2) that of making it possible for . studen~s to ~o.mplete t~elf liberal education before being called mto military service. Application Application for admission should be filed by every candidate as early as possible in the year in whic~ he hopes to enter. T~e application form, supplied by the Registrar upon reques~, will give several alternatives of time and. place for th~ t~king ~f admission examinations, and the candidate should md1cate his choice of the alternatives on the form. The candidate should also furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning his character. When the completed application form is submitted, the Reo-istrar will make arrangements for the candidate to take the0 entrance examinations, and will write directly to the principal of the candidate's school for a ;ecommendation o~ the< student and a transcript of the student s record. The Registrar also writes to other persons who can certify to the applicant's character and personality. As soon as the entrance examinations have been marked and all the credentials have been se*Cf. Appendix D. The College and the War. 52 53 cure?, the .candidate's reco.rd is considere~ and appraised. The applicant is promptly notified of the act10n taken concerning his admission. Since considerable time may be spent in arrangino- for the examinations and in securing the proper credentials,0 it is desirable that application blanks, fully filled in, be submitted early, preferably before February first. Entrance Examinations The entrance examinations will supply the Admissions Committee with evidence of two sorts: ( 1) Of the candidate's degree of achievement in the disciplines tested, and (2) Of the candidate's ability to solve problems new to him. The candidate will take examinations in arithmetic, geometry, algebra, English grami;nar and compositi.on, .and in one foreign language. The foreign language exammat10n may be taken in Latin, French, German or Spanish. (Other institutional changes made necessary by the acceptance of younger students are discussed under "Residence and Activities" on page 49.) . ,. , Graduation from high school is not necessary to a candidate s in the examinations; neither does high school graduation guarantee his success. Average ability and two years of proper high school training should be the candidate's guide deciding when he wishes to take the examinations. The College will arrange for the examinations to be taken several different times during the year, and, if possible, at secondary school which the candidate is attending. The , "'""'""". '" will also be given at the College in Annapolis Spring Vacation, and about June first and September each year. The Registrar will announce specific dates. the candidate is not in attendance at a school and it is for him to take the examinations at the College, · arrangements will be made by the Registrar. The candite's application should be accompanied by the examination of $5.00. (See page 54.) from Other Colleges who wish to transfer to the St. John's program must as freshmen for the four-year course; no advanced in the program is granted for other college credits. �CATALOGUE OF ST. JOHN'S COLLEGt FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residences at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. St. John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in the fall of 1941. This fee will be continued for the classes entering in 1942 and thereafter unless, in following years, the College may be forced to alter this fee by conditions of war and rising costs. By setting its student fees at approximate operating cost, the College has freed other sources of income, principally support by private individuals and by the public through state appropriations for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additional items for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. These fees are payable in full on registr t' . • ·•.· 'f . . a ion or, i pre ferre d' m t h ree mstallments: one-half In Septe~b er . . .. one-fourth on December 28 and th . ~n reg1strat10n, March 15. ' e remammg fourth on On. registering, the student must showmg that fees have been paid arrangements have been made in classes, dormitories, the dining hall infirmary. ' procure a Treasu ' or that suitable rer s ca.rd order t b d ~nancial the libr:ry e a mit~ed to ' gymnasmm or Payment of Bills Bills for College fees are presented directly to th d d h d . .. e stu ent an t e stu ent assumes responsibility for their ' the dates due. payment on Caution Money Each stud.ent ~ust make a deposit of $10.00 with the Treasurer on reg1strat10n, subject to charges for laboratory breakge a?d damage to. Co~lege property. The amount of this posit must be mam~amed a~ all times during the session. refund check for this deposit will be sent to the student on reque.st after the end of any session or after withdrawal gr~duati?n ~rom College. Except for the caution money osit, which 1s refundable at the close of the college ear College has no extra fees. y ' Entrance Examination Fee .£erred Payment of Fees For each applicant taking entrance examinations for admission to St. John's College, a $5.00 fee is payable to the College on request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. here is available to those students and their parents who unable to meet the College fees in accordance with the ar sc?edule a ?eferred tuition plan, which provides for m~nt m equ~l m~tallments during the College year, in mstances? eight mstallments. This deferred tuition pay.method 1s handled through "Tuition Plan Inc " I·h , ., a cor1on w uc offers this service to many schools and colleges ?out the country. The plan is put into effect by a consigned by the parent o! guardian of the student and by .0 Ilege, and ~andled entirely by "Tuition Plan, Inc." The nal cost 1s four per cent of the amount financed um charge one dollar. ' Annual Fees For students entering the College m 1942, the total fixe charges for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . Residence . . . . . . . . . . . . . . . . . . . . . . . . . $600.00 400.00 Total ......................... $1,000.00 54 �CATALOGUE OF ST. JOHN'S COLLEGE 57 MARYLAND STATE SCHOLARSHIPS SENATORIAL SCHOLARSHIPS FINANCIAL College Aid Students unable to pay the full cost of their education apply for aid out of the Student Aid Fund of the College. These students, therefore, obtain the money to pay the full cost of their membership in the College from two sources: first, from sources in their local communities, their families, friends, and relatives; secondly, from sources rnade available through the College. The student who receives a grant of aid from the College obtains the grant on condition of his acceptance and satisfactory performance of an assignment of work for the College. Students are assigned to jobs for which they appear to be suited and under conditions which will not, in the opinion of the Committee on Aid, interfere with their studies. Students working for the College turn over their salaries as a contribution to the Scholarship Fund and therefore toward the payment of their own expenses. Students applying for College aid must exhaust all possible sources in their local communities and show on their application blanks that they have done so. This is essential because the Committee on Aid must consider each application as an appeal through the College to a donor unknown to the applicant for assistance in seeing the applicant through College. The Committee on Aid will reject applications which do not show clearly that all local sources have been thoroughly canvassed. In accepting any application, the Committee is in fact undertaking to present the applicant's case to potential donors who are strangers to the applicant. Acceptance of an application is therefore a judgment that the case presented is one which vvill be vvorthy of a stranger's contribution. The Committee subjects each case to a thorough investigation and it is therefore necessary that the blank be filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold scholarships and ether forms of student aid only on condition of maintaining good academic standing. Application for aid should be nude at the time the formal application for admission is forwarded to the Registrar. 56 To one student from each county of Maryla d d f each of t~e legislative districts of Baltimore C1'ty na "an r~ml senatona h 0·Ia rs h 1P" -prov1·d·mg free tuition ' b oar d, an d, room rentsc · 1s given every four years. A Candidates for these scholarships residing in All Arundel, Calvert, Dorchester Garrett Kent Q eganyA, n~e St . Mary' s, or W~s h'mgton Counties, or ' Baltimoreueen should ' ' nne s Cit apply to the Registrar of the College for inform t. y, d" the competitive examination., candidates res1.d.mgI~n rehgar mg a m t e other . h ld . counties s fou h'apply to their re"pect1· ve county B oards of • . " Ei ,aucation or t 1s mformation. These scholarships do not provide for b oo k s, Ia b oratory m. . C strnments, or autwn Money. TUITION SCHOLARSHIPS To one student from each county of Maryla d d feach of th e l eg1s l at1ve d.istncts of Baltimore c·tn an .. · · · " 1om 1 scholarsh·lp " -prov1 mg f ree tmt10n-is o-iven every fo tmt10n ·d· . . y, a C d'd f h t> ur years Aru~~e{ aCtels or t ese scholarships residing in Allegany, Ann~ ' avert, Dorchester, Garrett Kent Queen A ' St . Mary' s, or W~s hmgton C ounties, or ' Baltimore Cit should · , nne s apply to the Registrar of the College for informat· y, d' the co ~. . . . wn regar mg .mpeut1ve exammatwn; candidates residino- in th th counties should ~Pp l Y to t. e1r respective county Boards er h · b e o of . f Ed ucat10n or this mformat10n. These s~~olarships do not provide for any fees other than regular tmt1on. SCHOLARSHIPS A WARDED BY THE COLLEGE THE PHILIP A. MYERS, II, SCHOLARSHIP Ph\? bAe aMwarded · 11 P · annually the income from $10 000 the gift of yers, II, Class of 1938. ' ' THE CLIFTON C. RoEHLE ScHoLARSHIP To be awar-d ed m tmt10n, the mcome from $6 000 th b · · · · ' ' e eof Mrs Ann M D R hl . C. Ro~hle. a . . oe e, m memory of her son �58 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN voN ScHWERDTNER ScHoLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA In 1941-42 the Colonial Dames of America awarded a scholarship amounting to $250.00 at St. John's College to Mr. Richard Devan, Class of 1944. Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 1 West 72nd Street, New York City. SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. 59 �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE 61 called King William's School and managed b . . ·. . d d · ' Y certain trustees nomrnate ' an appomted by your sacred majesty. . ' Laws of Maryland, Session of July 1-9, 1696. 1776 a liberal arts ST. JOHN'S COLLEGE is andsmall been so since college for men. It is non-denominational, has its founding. It Accord_ing to tradition_ King William's School was used shop durmg the Revolut10nary VVar. as a gun- has never been co-educational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1781· 1696 S4t. JfohMn's Cl olldege chartered by the General Assembly Sta Le o ary an : of the King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . .. Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND MAY h BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be 60 h WH~RE_As, Insti~utions for the liberal education of youth in of Vlftue, ~now~edge and useful literature are of e lb est :nefit to society, m order to train up and prepetuate. a succession of able and honest men for dis char in h vartrs offices and duti~s of life, both civil and relio-io~s gw~t~ use u ness a.nd reputat10n, and such institutions ~f le~rnin havdebaccordmgly been promoted and encouraged by the wises~ an est regulated States: ~he ~~!~cipl~s Be it enacted, by the. General Assembly of Maryland, That a col~ege or gene~al semmary of learning, by the name of Saint {oh? s, be established on the said Western Shore upon th f l~'.v,mg ,!undame?tal ~nd inviolable principles, ~amely: ~r~t Saia co11ege shall be tounded and maintained forever , most liberal plan, for the benefit of youth of ' ulp~n a de · · h 1 every re igwus nommat10n, w o snall ~e freely admitted to equal rivile es 3{;d a~~antages of. educat10n? and to all the literary honorsgof t e _co ege, ac~o:dmg to .t~e1r merit, without requiring or enforcmg any rel~g10us or civil test, or without their attend upon any particular religious worship or service other :~ce what the.Y have b~en educated in, or have the ~onsent a~~ ap~r~bat1on of .the1r. parents ~r guardians to attend; nor shall prererence be given m the choice of a principal v1"ce . . l or ti . f , -pnnc1pa o 1eI pro essor, master or tutor in the sa"d II ' , f h· · ' ' I co ege, on :ccoum o . IS particular religious profession, having re ard ~olely to his moral character and literary abilities and o~h necessary qualifications to fill the place for which 'he shall ~~ chosen . . . . . The petition for this Charter was siimed b ''rll others. o Y 'V 1 iam Paca '' Signer of the Declaration of Independence. * and �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 62 The original Board of Visitors and Governors was as follows: William West, D. D. Thomas J. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase * John Thomas Thomas Stone * Alexander Hanson Thomas Jennings James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton * Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation o~ George ~ashington Parke Custis, step-grandson of George Wash1.ngton. Fairfax and Lawrence Washington, nephews of George Washmgton, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincere!)' hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, 63 April 17, 1791. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modem Languages by special arrangement in addition. " Signers of the Declaration of Independence. 5 �64 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 65 1886-1923 1868 Curriculum during Principalship of James C. Welling.. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Third Year Greek Plato JEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Fourth Year Lectures in Philosophy Greek and Social Science on: Plato Plato Aristotle Aristotle Aristophanes Augustine Demosthenes Thomas Aquinas Latin Vi co Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, 14th, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle Evidence of Christianity Lecky Malthus Mill Butler Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. l. 2. 3. 4. Classical Course leading to the B. A. Degree Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day, �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Just as institutions are necessary for the ca~rying on of ~e~ning, although these very institutions may become its great~st ~un .ranc~ throucrh time's dullness and unwise direction, so any 11'.stltutt~ ~ learni~g must require of its students certain marks ~nd s1g1£8 ~ eir attainments and progress no matter how much misuse 0 sue requirements has often prevented any true progress at a~l, ai:d belve~ their use must entail care. And such reqmrements are _mevit~ e 1 an institution is to pronounce public judgment upon its stu ents, that is to grant degrees. fi ffi · 11 The' original title of Bachelor of Arts sigi:ified the rst o. _c1a ~ recocrnized stage of competence in the seven liberal .arts and sciences. ra~mar rhetoric logic, arithmetic, geometry, music, and astror:omy. ~he St.john's de~ree of Bachelor of Arts signifies ~oi;npe~ence m the modern equivalent of these arts and sciences. This 1mp~1es: . ° Degrees 1. Knowledge of the contents of the rehqml"redlbooks m the lh~1~s 2. Competence in mathematics throug t 1e e _ementary ca c · 3. A reading knowledge of at least two f?r~1gn languages. 4. Three hundred hours of laboratory trammg. Now since students are of different capacities, and since co~leges of libe;al arts, of all institutions of learning, are called up~n to Judge t only of the attainments of their students but also of their progress, fro therefore seems wise that St. John's College offer three _degrees: namely, the degree of bachelor of arts, first, s~cond, an~ ~hird. f T~e first to be awarded to those students who, m the opm10n o t e faculty, are judged satisfactory on bot~ .of these counts, and c~pab~e of ursuing their work in Law, Med1cme and Theo~ogy or m t e gra~uate schools of language and literature, ma~hematlcs, the ~a~ral sriences and logic and metaphysics. The third to be awar e . to those st~dents who, in the opinion of the faculty, have m~~e sufficient ·n the intellectual virtues to warrant recogmt1on by the procrress l · · l I t coll~ge, but on whose actual powers of operat10n I? t 1e severa a_r s and sciences and therefore on whose actual capacity for adv:ancmg further in professional or graduate schools, the faculty declm~s to make a final judgment. The second degree represents a less emment case of the first. d f In awarding degrees, the faculty must ~et up_ ways_ an means o. if:r~.& r"''.l"hing decisions To this end the followmg st1pulat10ns are m_ade. the end of his third year, the student n_iust stand fo_ur wntt~n ~x~~t~~~ enabling examinations, one in language, one m mathematics, _two. m tions laboratory, theoretical and operational, and one oral exammat10n -At 66 67 on seminar reading. These examinations are given normally in September of the fourth year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers specifically a reading knowledge of two of the four languages (the examination in German would of course be given at the end of the fourth year), general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 68. After having taken his enabling examinations, the student may Petition petition the faculty to accept him as a candidate for the degree of bachelor of arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either ( 1) the student is accepted as a candidate for the degree, or ( 2) he is not accepted but allowed to finish the four years of college work, or ( 3 ) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to "'' . remain the fourth year must then indicate a subject for a thesis, to (general) be agreed upon by the faculty, to be written during his fourth year, and to be presented and defended satisfactorily by him prior to the granting of the degree. While the degree can not be granted before .,ij,fit'31§ �68 Thesis (particu· Jar) Examin~ ing Board the end of the fourth year, the student may request more time to prepare and submit his thesis for the approval of the faculty. He may even request permission to return to the college for a fifth "fe~r, attending what tutorials, laboratories, and seminars he pleases w1thm the limits of college discipline. The student will choose, and the faculty will accept, a subject for thesis with an eye to all the first three years' work and to all the required reading of the fourth year, and not as a piece of specialized research or contribution to knowledge. For the year 1941-42 the Instruction Committee will act as an Examining Board. The duties of the Examining Board are as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final thesis. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To approve and accept the final thesis and administer the final examination and recommend candidates for degrees. The present members of the Instruction Committee are: Buchanan, Chairman, ex officio Barr, ex officio Bayliff Comenetz Taliaferro Kieffer Klein Scofield APPENDIX I As stated abo".'e, the examinatio? in laboratory will cover specifically the operat10i: an~ e~planat10n of certain important instru-· men ts. The followmg list is arranged under three headings: Elem~nts? Sc.opes, and Meters. One fundamental way of classifying sc1ent1fic mstruments is into two kinds: scopes and meters The scopes are aids to observation and the meters are aids to me asurement. With the former, distinctions of a qualitative kind can be ma~e, such as between m~re and less, up and down, straight and not ~tra1ght. 1:he latter pern:-1t. us to r.nake quantitative judgments, that rs, to associate through s1m1lar rat10s some one of a series of numbers with t?e thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices not scientific instruments themselves, which enter into the construe~ tion of different instruments. 0 Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating The books of the first three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Meno Organ on Confessions De Ente et Essentia Le Cid Tartuffe Les Pensees Euclid Apollonius Ptolemy Newton Descartes Boole Archimedes Galileo Texts studied in Seminar Iliad Repl'blic Timaeus CEdipus Poetics Physics Divine Comedy Don Quixote Hamlet King Lear The Tempest Wealth of Nations Federalist Papers Galen Harvey Lavoisier 69 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The ex~mination in laboratory will be in two parts. In one the will be asked to make certain observations and measurements with _some of the above instruments, and in the other to answer 9uest10ns on the theory and application of some of the elements and mstruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. st~dent �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES II, NO. 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discus~ an important step which St. John's <;ollel;Se has taken within the past ten days. Many of those who are hstemng to me, including alumni members of the College, will by now .a~most certainly have been told by somebody that the Colleg~ adm1mstration has abolished athletics. Those who believed this statement should it seems to me, be gravely disturbed. I think I ought promp~ly to disabuse them. To keep the record straigh_t, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present a~adem_ic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prii:ne purpos~ of, a liberal college. I suppose I ought to have foreseen this. But I d1di; t. Certainly, there have been enough Carnegie reports, enough magazme articles by candid writers like John Tunis to convince men o~ my generation that we are sheer sentimentalists and i~noramuses 1f we suppose that intercollegiate athletics are the same thmg we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the hio-h cost of modern athletics by earning a good "gate." But still I th~ught it might be possible to adapt intercolleg~ate a~hletics to educational ends, to pare down schedules, to dedme with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercoliegiate athletics collided with a curriculum that really required work. Yet I should have known ~his by an~logy. I ha~ known countless students who withdrew from mtercolleg1ate athletics when they entered medical or other professional work. They withdrew 70 71 because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with athletics w?ich at its most professi?nalized is a lot better thing to fill idle tim~ :v1th ~han some other thmgs I know. But suppose there isn't any idle tune? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not w~at is k_nown as an "athletic excuse." For students who are really domg senous work know without being told that you can't "make up" for something you should have learned but didn't by using the . ' magic wor d " excuse. " A n excuse may square you with the Dean. It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college_ sh~uld be ~ less serious business than acquiring a medical educat10n m a medical school. But if it is a serious business, then it had better steer dear of another very serious business indeed a highly organized "big" business, intercollegiate athletics~ For this big business has its own exigencies: those who won't meet them had better keep out. . !ha~ big busi?ess substitutes spectator psychosis for actual part1c1pat10n'. cheermg sections for playing teams, an orgy of sportsg~ods eqmpment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natu_ral antagonists, monotonous physical drill for learning to play by playmg, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is _hysteria, lost motion, the death of the amateur spirit, and ~n athletic system _that competes with study instead of supplementmg and strengthemng it. We have all known these things for years unless we have been ostriches or Rip Van Winkles. But I repeat, 'they don't prove fatal so long as undergraduate education is run in low gear. In fact I sh?uld insist again that,_ so long as education is run in low gear, th~se thmgs are better than idleness. But there is something better still and that something is amateur athletics amateur athletics of ~ quality no college can achieve so long as 'it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h~alth, recre_ati~n, skill, and co-ordination. To get that support, it will expand Its mtramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we �72 CATALOGUE OF ST. JOHN'S COLLEGE shall continue to play, except that the six·-man football we started this year will replace the standard game. In addition we want t~ expand water sports, with particular emphasis on sailing. The alumm have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the C~llege but that they be well played. A tutor with wide athletic expenen_ce will be placed in charge, but he will need a number of stu~ent assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitirr_iate use to which athletic scholarships have been put by an Amencan college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later I hope sooner, the present system of semi-professionalized intercohegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does we shall doubtless play games with other colleges as naturally as ;uch games were once played. Meanwhile athl~tics at St. John's will be for the student, not the student for athletics. APPENDIX D THE COLLEGE AND THE WAR When men and institutions are trying to find their places and duties in a world that is wholly at war, it is easy and tempting to follow the orator who says that a liberal college is one of the things we are fighting for and to conclude from that sentiment that a college should singlemindedly pursue education as usual. There is a matter of principle in this that should not be forgotten, namely that liberal education is one of the fundamental and necessary processes of human life and that it should therefore never be given up or neglected. It was the recognition of this in the dark years immediately preceding this war that gave birth to the radical revision and reconstruction of the liberal arts that St. John's College alone pursues. What we are doing here can now be clearly seen as a definite part of the world-wide attempt to rediscover and revive the processes of good government and human freedom. We have good company in this enterprise that we did not have five years ago. On the other hand, it would be errant folly to assume that this fundamental task is our sole responsibility during the war itself. Education as usual is as impossible a slogan as Business as usual. We have for several years known this and have been planning and operating with the extreme contingencies in mind. It has been decided by the Secretary of the Navy that we need not give up the campus and buildings of the College for the use of the Naval Academy, that we should not give up any part of the campus for so-called Defense Housing. We ourselves have decided that we should not turn over our educational processes to military training nor to emergency courses in the democratic way of life. The Federal Government has decided that the colleges should not be used primarily for military or pre-military training except where they are specially fitted to turn themselves completely and efficiently to that purpose. Our adjustments and our contribution must be of another sort, but since they may have to be drastic and radical before we see the end of the present emergency, we have thought it wise to state the principles of sound liberal education so that we can at all times measure our divergence from them and reassure ourselves of the soundness of what we are doing. In this way it may be possible to discover in the straitened circumstances unexpected ways and means of fulfilling the permanent needs of this country for universal liberal training. The following articles of hope and faith are implied 73 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE by the faith and hope of the founding fathers of this Republ~c; we at St. John's College have been applying them in the operat10n of our program of study; we shall conti?ue to apply them as far as the circumstances of the emergency will allow. also to the problem that all colleges will have to face, if permanent conscription becomes the law of the land. The liberal colleges will then discover with us that their correct position in the system of public education parallels the Gymnasium and Lycee of European tradition. So much can be said about the essential adjustments. In addition there are further problems that arise from routine matters of institutional safety and morale. These divide themselves into two kinds, those of civilian defense and those of pre-military training for students who will be subject to military service in the near future. Civilian defense presents an acute problem to the College. We are near the Naval Academy and therefore share both their dangers and their protection from possible enemy action. The local civilian defense authorities collaborate with the Academy and therefore have a sense of security. Such confidence may prove misleading. We therefore plan to develop our own resources for our own defense activities and to be ready for service for the surrounding community. We are therefore doing all that is in our power and ingenuity to organize first aid, air raid warden service, and the other necessities that go with these. We are organizing the whole College into units of special training and service along these lines. In the spring of 1941 we proposed to the War Department that they approve of a scheme for universal training of students in liberal colleges in the operation, maintenance and repair of gas engines of all types. At that time and until now the War Department has not had personnel sufficient to oversee the consequences of the official approval that they would like to give. On the other hand, there is approval of the idea and encouragement for individual institutions who will take the initiative. We are setting up such courses open to all students. The equipment is hard to get, but we are making good headway. Since this is not adequate, we are turning to other similar trainings. The College now owns one aeroplane for use in training students in the groundwork of maintenance and repair. Another group of students have organized classes in radio operation, maintenance and repair. A medical corps is in intensive training in connection with the College gymnasium which will be an emergency medical station for this area. These should be able to pass on the training as first aid for every member of the student body. In addition there are other projects in navigation, photography, map reading, and gunnery; these are in blueprint form at present. The College is attempting to see in all these special adjustments the permanent or long-term advantages and disadvantages. Many of them fit neatly with the progressive steps of plans that we have had for a long time. For instance, we are building shops to house 74 1. The liberal arts, which free those powers that are common to all men, and without which no external freedom is secure, should henceforth be made available to all men. 2. The liberal arts colleges, which alone are devoted to the liberal arts, should admit all men who will prepare themselves properly and submit themselves to its discipline. 3. Properly matriculated students should not be dropped unless the learning process has completely stopped. 4. For those who cannot pay the full cost of their education there should be financial aid commensurate with their needs. 5. The materials of instruction should be selected and the methods of teaching should be fitted to the powers, training, and needs of the students so that each student may have full opportunity to discover hi~ intellectual powers and the mediums of his essential freedoms. 6. The time and period of the liberal arts college course should be fitted to the current system of public education, so that, no matter what the state of public education, and no matter what the demands of the world may be, each man may avail himself of the training that will make him free. The immediate incidence of these principles has led us to seek an alternative to the measures taken by the majority of colleges to provide liberal training before students will be inducted to milita.ry service. They have decided to accelerate their courses; we are qmte clear that this cannot be done with our program, and we have serious doubt that the other colleges can accelerate the sound parts of their program. We have sought our solution to the problei:n. in a revision of our entrance requirements, and that means a rev1s10n of our relation to the current system of public education. We have from the start known that our entrance requirements should be different from those of other colleges, but had hoped that the necessary shift could be postponed to a time when we could make it with less risk to our actual teaching program which is still under construction. On the other hand, the shift that we are now making, which is described in another section of this catalogue,* fits neatly with the need for earlier degrees. If it turns out to be adequate to the emergency, it may point the way not only to a permanent solution of our special problem of preparation for this program, but "How To Apply For Admission, pages 52 and 53. 75 �76 CATALOGUE OF ST. JOHN'S COLLEGE the defense courses, and they are the realization of a plan t_o p:ovide training in manual skills for the support of the laboratones m the regular curriculum. The special equipment needed for defense _may leave us an essential residue for the proper permanent pursmt of the manual arts that go with the liberal arts, and thus help us to solve the difficult problems of assimilating our scientific-industrial civilization in the liberal tradition. Ironically enough we were this year for the first time since the establishment of the St. John's Program in a position to see that our physical plant was in proper condition to fulfill its puri;ios.es. When the crisis deepened, we found that an approval of pnonty must go with any order for building materials, and that money and generosity of donors were not enough. We have therefore postponed a program of building and repair until the times and circumstances are right. In the meantime we shall husband our resources and see that their full utility is realized in our regular teaching. From the first it has been our policy to build and educate our faculty for the unique educational ends that the Program indicates. Part of this policy consisted in a plan to replace vacancies in the faculty with recent graduates who would have by undergraduate trainino- the fresh kind of understanding that our tutorials need. 6 . . The war needs our graduates and prevents the immediate pursmt of this plan. We are therefore filling the ten vacancies in the faculty for next year by calling on older seasoned teachers who have been on our waiting list for several years. We regret this retrenchment on the first line, but we see possible advantages in the alternative. We shall have a faculty of older steadier teachers who are deeply concerned in the ends and means of genuine education because they have had long and hard experience with the elective system and know the negative and circumstantial reasons for this program. We may be able to return to some of the original problems which the Committee on the Liberal Arts at Chicago undertook, the recovery and rebuilding of the deeper theoretical foundations of liberal education. Older men in the faculty will help to steady the war morale of the students also. If worse comes to worst and the colleges have to let all their students go, we may be able to organize the older men in a project of fundamental research and to prepare to make a better start when the emergency is over and we can again set the young men to work with us. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S. ]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter Phi Beta Kappa News Magazine, Autumn, 1938. ' BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JO~N'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing m 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education ' January, 1939. Reprints available. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee I\IIcCardell The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. ' THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer Social Frontier, February, 1939. 77 J. Adler, The �78 CATALOGUE OF ST. JOHN'S COLLEGE HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1941-1942 DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. FOURTH YEAR-CLASS OF 1942 THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'n of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. :Kieffer, The Classical Journal, December, 1939. HOW CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles," by Scott Buchanan, in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Corne Into Their Own Once More, Life Magazine, February 5, 1940. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, May 1941. Reprints available. A COLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July 1941. Reprints available. CLASSICS OF THE WESTERN WORLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St, John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. HOW TO READ A BOOK OR THE ART OF GETTING A LIBERAL EDUCATION. By Mortimer J. Adler, Simon & Schuster, 1940, A book expounding the techniques by which adult groups or individuals can come to terms with the great books. HOW TO READ A PAGE, by I, A. Richards, W, W. Norton, 1942. Still more detailed techniques of reading. Joh~ Edgar Ainsworth, Jr...................... Westminster Wilham Alexander Barr ....................... Proffit Virginia Paul Theodore_ Beisser, Jr. ...................... Clayt;n, Missouri Warren Conklm Bomhardt ..................... Baltimore Walton Boswell Childs ......................... Baltimore William Albert Darkey, Jr. ..................... Cumberland Paul Ehrlich ................................. New York New York Robert Taylor Everett, Jr. ..................... Annapolis' J. W. Cameron Gray .......................... Annapolis Ernest Jean Heinmuller ........................ Annapolis Joseph C. Hofmann, Jr. ........................ Baltimore Charles Hoyes . . . . · · ·. ·.. . . . . . . . . . . . . . . . . . . . . p· b urgh , p ennsylvama · itts Walter Emory Hutson, Jr....................... Baltimore Bryce DuVal Jacobsen ......................... Towson Joumet Gordon Kahn ......................... Baltimore Lee Marchant Mace ........................... Annapolis John Henry Mussetter, Jr ...................... Germantown Hirsh Nadel ................................. Baltimore Thomas Parran Jr W hi D" · Albert Anthon; P;p·p· iti ........................ W~ls . ngton, D istnct of Columbia , . · · · · · · · · · · · · · · . . . . . . . . . . I mmgton elaware W1ll1am Allen Ruhl, Jr. ........................ Baltimore ' Charles Robert Sutton ......................... Baltimore THIRD YEAR-CLASS OF 1943 Alexander Scott Abbott ........................ Oconomowoc Wisconsin Burton Armstrong . · . . . . . . . . . . . . . . . . . . . . . . . . . . Scar borough 'N ew York . Rall'.h Levi Baltzell ........................... Union Bridg~ David Je~om,e Beach .......................... Chevy Chase Carl Beniamm Blaker ......................... Macedon Center, New York Monte Ferns Bouriaily' Jr ·· · · · · · · · · · · · · · · · · · · ·. E ast p al at]ca F londa , D ouglas Buchanan ........................... Annapolis ' Walter Lawson Cooley ......................... Aberdeen Norman Thomas Crandell ...................... Baltimore Harvey Dubinsky · · · · · · · · · · · · · · · · · · · · · · · · · · · · H artf or d, Connect1cut · G E lenn Alie~ Fearnow.: ........................ Williamsport rnest Chnstopher Fness, Jr.., ................ Oakley Norman Glyn Gzowski G p · p · · J h , · · · · · · · · · · · · · · · · · · · · · · · · rosse 01nte ark M1ch1gan Ro n Lourn Hedeman .......................... Baltimore ' p obert Hui;iter · · · · . · · ........................ Mobile, Alabama eter Huntm~ton Jackson ...................... Annapolis Ogden Worthmgton Kellogg-Smith .............. Chestertown · Edward Kramer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M ontcIa1r, N ew J ersey Cl d S au _e pencer Leffel, Jr....................... Woodbine F ranc1s S. Mason ' Jr · · · · · · · · · · · · · · . . . . . . . . . . . . Pl ymouth M eetmg, p ennsylvama · · 6 ~ �80 CATALOGUE OF ST. JOHN'S COLLEGE Adrian Curtius Mayer. ........................ New York, New York Henry Clay Preston, Jr......................... Towson Alexander Leonard Slafkosky ................... Bethlehem, Pennsylvania Herbert Willard Stern ......................... Philadelphia, Pennsylvania Ollie Hammond Thompson, Jr. ................. Hurlock Thomas Orville Usilton ........................ Centreville James Ira Waranch ............................ Baltimore John Weber, Jr. ............................... Cleveland, Ohio SECOND YEAR-CLASS OF 1944 Robert Seaver Anderson ....................... Billings, Montana Earl Secord Bauder, Jr. ....................... Utica, New York Calvin Richard Baumgartner ................... Baltimore Edward William Bligh, Jr ...................... Lenox, Massachusetts William Toy Shoemaker Boericke ............... Philadelphia, Pennsylvania Nicholas Daniel Bonadies ...................... Winsted, Connecticut William Hurst Brubeck ........................ Los Angeles, California Robert Fredric Bunting ........................ Baltimore Richard Clark ................................ Easton Lindsay Edmonds Clendaniel ................... Denton Howell Cobb, Jr .............................. Albany, Georgia Edward Born Cochran ......................... Birmingham, Michigan Fred Dewey deArmond, Jr ..................... Seattle, Washington Vernon Ellsworth Derr ........................ Baltimore Richard Devan ............................... Washington, District of Columbia David Dobreer ............................... Los Angeles, California Alan Dale Eckhart ............................ Winnetka, Illinois Ahmed Munir Ertegun ........................ Washington, District of Columbia John Stuart Eustice ........................... Royal Oak, Michigan Edward Pryor Freeburger ...................... Edgewood Henry Raymond Freeman, III .................. Sewickley, Pennsylvania Norman Atwood Garis ......................... Summit, New Jersey Edward Ury Godschalk ........................ Glen Ridge, New Jersey Carl Schlee Hammen .......................... Linkwood John Davis Hill ............................... Norman, Oklahoma Richard Edward Holle ......................... New York, New York Joseph Francis Hollywood, Jr ................... Forest Hills, New York David Smallwood Holmes ...................... Highland Park, Illinois William Hayward Horsey ...................... Denton Jam es G. Huber .............................. Lancaster, Pennsylvania Richard Henry Hutchings, IV .................. Bay Shore, New York Robert William Hutchison ..................... Tipton, Iowa Richard Ernest Huyck ......................... Mishawaka, Indiana Arthur Hyman ............................... Tampa, Florida Alexander Koukly ............................ Chatham, New Jersey Casimir Thaddeus Krol ........................ Chicago, Illinois Jack Landau ................................. Pittsburgh, Pennsylvania Charles Russell Levering ....................... LaPlata George Leviae ............................... B;ooklyn, New York Samuel Wesley Marvin, Jr ..................... Crozet, Virginia George Vincent Meehan, Jr ..................... Providence, Rhode Island Robert Isaac Myerson ......................... Brooklyn, New York Richard Branning O'Connor .................... New York, New York CATALOGUE OF ST. JOHN'S COLLEGE William Booth Price ........................... Newcomb Thaddeus Edmund Prout ...................... Owings Jam es Maurice Raley ......................... Compton Peter Ringland ............................... Somerset James Henry Roe ............................. Pittsfield, Massachusetts Donald Paul Ruhl ............................ Baltimore David John Sachs ............................. Indianapolis Indiana Henry Harrison Sasscer, IV .................... Chevy Chas~ Paul Elmer Scheme!. .......................... Bayonne, New Jersey Haven Ely Simmons ........................... Cedar Rapids Iowa John Calvin Smedley .......................... Beverly Hills,' California Robert Perry Snower .......................... Kansas City, Missouri John Clarence Somers, Jr ...................... Crisfield Howard _L. Sorenson ........................... St. James, Minnesota John Trimble Spencer ......................... Easton William Gideon Spohn, Jr ...................... Baltimore Irwin Robert Tucker .......................... Bayonne, New Jersey Martin Zacharia Vogelhut ..................... Baltimore James Rodney Whetstone ...................... Denver, Colorado Robert Ar~hur Wilcox ......................... Storm Lake, Iowa Andrew Witwer, Jr. ........................... Joliet, Illinois Peter Christian Wolff .......................... Glen Echo Warren Seymour Zeik ......................... Bayonne, New Jersey FIRST YEAR-CLASS OF 1945 Rogers Garland Albritton ...................... Chevy Chase David Volk Andrews .......................... Pittsfield Massachusetts Alvin Barton Barber, Jr. ...................... Bethesda' Owen Barnes ................................ Kansas City, Kansas Stephen Windsor Bergen ....................... St. Albans, New York Eugene Blank ................................ Baltimore Joseph Patrick Blocher ........................ Grantsville Robert Thomas Bonham ....................... Greenbelt Harold Milbourne Boulden ..................... Elkton George Brunn ................................ New York, New York Robert Luther Campbell, Jr .................... Hagerstown Theodore Willes Clark ......................... White Plains New York Ro~ert Orv~! Davis ........................... Dravosburg, Pennsylvania Alvm Epstein ................................ Los Angeles, California Duane Kaye Furbush ......................... Palmyra, Michigan C. Westcot~ Gallup, Jr ......................... Englewood, New Jersey Kenneth GJrard Gehret ........................ West Lawn, Pennsylvania William Michael Goldsmith .................... Forest Hills, New York George Caleb Green ........................... Columbia, South Carolina Douglass Laird Guy ........................... Wauwatosa, Wisconsin Earl Judson Hendrickson ...................... Dundalk Chester Peter Hewitt .......................... Lawrence, New York Christian Arneson Hovde ...................... Pittsburgh, Pennsylvania Ha:old Julius Hyden .......................... Tulsa, Oklahoma Ellison Roy Jack .............................. Rochester, New York Robert Edwin John ........................... Uniontown, Pennsylvania Solomon Kadis ............................... Baltimore Donald Stewart Kaplan ........................ Brooklyn, New York 81 �82 CATALOGUE OF ST. JOHN'S COLLEGE Michael Christopher Keane .................... Brooklyn, New York Ralph Hail Keeney ............................ Providence, Rhode Island Donald Hartley Kellogg-Smith .................. Chestertown Arthur David Kelso, Jr ........................ Linthicum Heights Lawrence Leslie Levin ......................... West Hartford, Connecticut William Reynolds Lieb ........................ Bedford, New York John Larkin Lincoln, IV ....................... Washington, District of Columbia George E. Lmg ............................... Salisbury William McCormick Lundberg .................. Winnetka, Illinois Henry Resolved Mack ......................... Dover, Delaware John Duncan Mack ........................... Yonkers, New York Charles Ferris Maikoffske ...................... Pleasantville, New York Michael Joseph Manley ........................ Cumberland Frank B. Marshall, Jr ......................... Baltimore Orsell Montgomery Meredith, Jr ................ St. Petersburg, Florida Alexander Beauregard Morse ................... Washington, District of Columbia Edward Wingate Mullinix ...................... Severna Charles Arthur Nelson ......................... Berwyn, Illinois Erich Nussbaum ............................. Elizabeth, New Jersey Allen Homarei Ohta ........................... Morristown, New Jersey John Whitefield Owens, Jr. .................... Baltimore Elmer Thomas Owings ......................... Hinsdale, Illinois Walter Cabot Paine ........................... Chestnut Hill, Massachusetts Morris Albert Parslow ......................... Muskegon, Michigan Benton Bloch Perry ........................... Baltimore Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr ...... ......... Baltimore William Edward Schaefer, Jr ................... Baltimore Allen Polk Schoolfield, Jr. ..................... Pocomoke Verne Schwab ............................... Greenbelt Robert Julien Scolnik .......................... Grand Rapids, Michigan Vernon Milan Smith .......................... Baltimore George Palmer Stacy, Jr ....................... Charleston, West Virginia Edward Parkinson Taylor ...................... Provo, Utah Stephen Wayne Terry, Jr ...................... Indianapolis, Indiana Robert Treat Thompson ....................... Oakland, California Gene Perkins Thornton ........................ Greensboro, North Carolina Roger Tilton ................................. Santa Barbara, California John Mason Walker. .......................... San Rafael, California George Alexander Washburn ................... Detroit, Michigan SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Second Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 28 66 68 Total in College ..................................................... 184 INDEX Absence, excuses for. . . . . . . . . . . . . . . 39 Academic Standing ............. 38ff Acceleration .................. 52, 74 Activities . . . . . . . . . . . . . . . . . . . . . . 46ff Athletics .................. 46f, 70ff Clubs ........................ 47ff Dramatics ..................... 48 Music .................. 25, 32, 46 Publications ................... 48 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 52ff Application .................... 52 Requirements ............. 52ff, 74£ Examinations . . . . . . . . . . . . . . . . . . 53 Advanced standing ............. 53 Advanced Standing ............... 53 Aid, student . . . . . . . . . . . . . . . . . . . . 56ff Applications Admission . . . . . . . . . . . . . . . . . . . . . 52 Student Aid . . .. .. .. . . . .. .. .. .. 56 Rooms ........................ 49 Scholarships .................. 47ff Articles, magazines, on St. John's .. 77 Athletics ............... : ... .46f, ?Off Attendance Church ....................... 61 Classes ....................... 39 College exercises . . . . . . . . . . . . . . . 39 Board of Visitors and Governors .. 6, 7 Books, list of great ....... 19ff, 2lff, 36 Chronological . . . . . . . . . . . . . . . . . . 42 By years ...................... 44 By subject matters ............. 45 Calendar, College ........... .4, 5, 34 Campus ......................... 49 Caution Money ................ 50, 55 Charges, fixed . . . . . . . . . . . . . . . . . . 54ff Charter of College. . . . . . . . . . . . . . . . 61 Of King William's School. ....... 60 Civilian Defense . . . . . . . . . . . . . . . . . 75 Classics, new definition of .... 19ff, 36ff Clubs, College .................. 47ff College Calendar ............ .4, 5 34 Collegian ....................... : 48 Credits Semester hours . . . . . . . . . . . . . . . . 40 For entrance to graduate schools. 40ff Transfer of .................... 53 Curriculum Elective system . . . . . . . . . . . . . . . 17ff St. John's 1835 ................. 63 St. John's 1868 ................. 64 St. John's 1886-1923, block elective 65 St. John's 1923-37, open elective .. 65 Degree Requirements ......... 39, 66ff Dining Hall . . . . . . . . . . . . . . . . . . . . . 50 Discipline . . . . . . . . . . . . . . . . . . . . . . . 50 "Don Rags" .................. 35, 39 Dramatics ....................... 48 Elective Program ............. l 7ff, 65 Engineering Scholarships at Johns Hopkins .................... 58 English, admission requirements. . . . 53 Enrollment . . . . . . . . . . . . . . . . . . . . . 79ff Summary . . . . . . . . . . . . . . . . . . . . . 82 Entrance Examinations ........... 53 Essays .......................... 35 Examinations Entrance ...................... 53 Ornl ........................ 35, 66 Wntten .................... 35, 66 Annual .................. .4, 5, 35 State Scholarship ............... 57 Excuses, for absence .............. 39 Expenses . . . . . . . . . . . . . . . . . . . . . . . 54ff Faculty List .......................... 9ff Author teachers ............ 19, 36 Tutors ........................ 9ff Fellows . . . . . . . . . . . . . . . . . . . . . . 9 Research . . . .. . .. . .. .. . .. . .. . . 37f Re-education of ................ 38 Appointments ............... 38, 76 Fees College finances . . . . . . . . . . . . . . . . 54 Examination ................... 54 Annual ....................... 54 Tuition ....................... 54 Residence . . . . . . . . . . .......... 54 Payments ..................... 55 Deferred payment .............. 55 Caution money ................ 55 With financial aid ............... 56 Foreign Language Admission requirements ......... 53 See Greek, Latin, French, German French ....................... 26, 53 Freshmen, list of. . . . . . . . . . . . . . . . . 81£ German ................... 26, 53, 67 Grades .......................... 35 Graduate Schools, preparation for .. 40£ Greek ........................... 26 83 �84 CATALOGUE OF ST. JOHN'S COLLEGE History Of College . . . . . . . . . . . . . . . . . . . 60ff Chronological order of classics .. 24, 43 In St. John's Program ........ 24, 44 Hygiene .................... .46£, 51 Infirmary Service . . . . . . . . . . . . . . . . . 51 Instruction Methods in St. John's Program ................ 23ff, 46 Juniors, list of. . . . . . . . . . . . . . . . . . . 79£ King William's School. ........... 60£ Laboratory .................. 25, 3lff Exercises . . . . . . . . . . . . . . . . . . . . . 32ff Total Hours ................... 34 Subject Matter .............. 34, 35 Language, reasons for instruction in. 26 Requirements . . . . . . . . . . . . . . . . . . 40 Tutorials ...................... 26 Classics in Language and Literature ........................ 44£ Latin ......................... 26, 53 Law School Preparation ........ .41, 48 Lectures, formal .............. 25, 29£ Liberal Arts and Sciences, 15ff, 18, 22, 42ff List of Great Books, Classics ..... 42ff List of Laboratory Exercises ...... 3lff List of Lectures. . . . . . . . . . . . . . . . . . 29£ List of Students. . . . . . . . . . . . . . . . . 79ff Literature, Language and .......... 44 Location of College .............. 48£ Marine Biology . . . . . . . . . . . . . . . . . . 59 Marks .......................... 35 Mathematics, reasons for instruction in .......................... 27 Admission requirements ......... 53 Requirements .............. .40, 66 Tutorials ...................... 27 List of Mathematical Classics .. 42ff Medical Schools, preparation ... .41, 48 Music .................... 25, 32, 46 Concerts . . . . . . . . . . . . . . . . . . . . . . 4 7 Natural Science ........... 33, 34, 45 Occupancy of Dormitory Rooms. . . 49£ Officers of Administration. . . . . . . . . . 8 Philosophy . . . . . . . . . . . . . . . . . . . . . . 45 Political Science . . . . . . . . . . . . . . . . . . 45 Pre-military Training ............. 75 Preparation For admission ................. 52f For graduate schools ........ .40£, 66 For life . . . . . . . . . . . . . . . . . . . . . . l5ff President Former .................... 13, 62ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeriti ....................... 13 Probation .................... 39, 67£ Promotion ................... 39, 67£ Reading Parties .................. 38 Registration ................ 4, 5, 52ff Regulations Admission . . . . . . . . . . . . . . . . . . . . 52ff Academic Standing ............ 38ff Attendance .................... 39 Degree Requirements ...... 39£, 66ff Residence . . . . . . . . . . . . . . . . . . . . 48ff Religion Non-denominational ....... .47f, 60£ Reports ......................... 35 Requirements Admission ................ 52ff, 74£ Attendance .................... 39 Degree .................. .40£, 66ff Graduation ............... 39£, 66ff Languages ............. .40, 53, 66£ Mathematics ........... .40, 53, 66£ Familiarity with Great Books .40, 66ff Residence . . . . . . . . . . . . . . . . . . . . 48ff Research . . . . . . . . . . . . . . . . . . . . . . . 36ff Residence ................... .46, 48ff Rooms ......................... 49f For new students ............... 49 For old students ................ 49 Furnishing .................... 49 Occupancy . . . . . . . . . . . . . . . . . . . . 49£ Caution money .............. 50, 55 Schedules Weekly ...................... 34ff Student, typical . . . . . . . . . . . . . . . . 36 Term .................... .4, 5, 35 Years .................... .4, 5, 35 Payment of fees ................ 55 Scholarships . . . . . . . . . . . . . . . . . . . . 56ff College ....................... 56 State ......................... 57 Patriotic Societies .............. 58 Athletic ........ ,. ......... .48, 72 At other institutions ............ 58£ Science In modem world. . . . . . . . . . . . . . 22ff In St. John's Program ...... 22, 44f Laboratory ........... 22, 30ff, 66ff Liberal . . . . . . . . . . . . . . . . . . . . . . . . 22 Classics in science. . . . . . . . . . . . . . 421f S~minars .................. 25, 28, 68 Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 40 Seniors, list of. . . . . . . . . . . . . . . . . . . . 79 Social Sciences ................ 23, 45 Sophomores, list of. . . . . . . . . . . . . . . 80£ CATALOGUE OF ST. JOHN'S COLLEGE Staff, administration . . . . . . . . . . . . . . 8 Faculty ....................... 9ff Medical ....................... 51 Standing, academic ........... 35, 38ff Student Activities . . . . . . . . . . . . . . . 46ff Athletics . . . . . . . . . . . . . . . . . . . . . . 46£ Elective . . . . . . . . . . . . . . . . . . . . . 46ff Music ........................ 46£ Clubs ........................ 47f Publications ................... 48 Dramatics ..................... 48 85 Student Aid .................... 56ff Students List of . . . . . . . . . . . . . . . . . . . . . . . 79ff Theological Schools, preparation.41, 47f Transfer of credits ............. .41, 53 Tuition ......................... 54 Tutorials Mathematics ............... . 25, 27 Language ................... 25, 26 Vacations .................. .4, 5, 35 Year Book . .. . . . . .. . . . . . . . . . . . . . 48 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1941-1942 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college. The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of The Bulletin of St. John's College. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program. Click on <a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 85 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1941-1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942-04 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1941-1942 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7e54b4f4e6617c4cc7db04c6f31fc0cb.pdf 7ba425fd174b88adc9a1ff2b765339c1 PDF Text Text ST. JOHN ' S COLLEGE r THE LISA GARDINER BALLET assisted by KATHRYN MULLOWNY former Premiere Ballerina, Metropolitan Opera Company For the Benefit of the Anne Arundel County Emergency Medical Service Iglehart Hall Saturday, April II, 1942 8 p.m. �PROGRAM PROLOGUE: BALLET TECHNIQUE Explanation - LISA GARDINER Demcnstration- KATHRYN MULLOWNY I SUITE OF DANCES Valse Sentimentale No. I Ravel Marion Rogers, Jean Hoke, Bevann Schnebly, Mary Lee Smith, Isabel Harrison, Glennyth Woods, Ellison Royce, Phoebe Batham. Ravel Valse Sentimentale, No. II Mary Day Debussy Arabesque No. II Marion Rogers and Bevann Schnebly Debussy Danse Mary Day and Ensemble INTERLUDE Etude Op. 25, No. 21 Chopin KATHRYN MULLOWNY II Saint-Saens Danse Macabre Master of Ceremonies -Mary Day DANCERS Marion Rogers, Glennyth Woods, Jean Hoke, Phoebe Batham, Mary Lee Smith, Ellison Royce, Claire Mcintosh, Isabel Harrison, Eleaor Boothe, Bevann Schnebly. �/ PROGRAM INTERLUDE Tchaikovsky Dance of the Sugar Plum KA THYRN MULLOWNY III DIVERTISSEMENTS 1. Waltz a Ia Winterhalter Strauss Mary Day Glennyth Woods, Mary Lee Smith Ellison Royce, Isabel Harrison 2. Dance of the Little Swans T chaikovsky From " Swan Lake" . (Choreography : Ivanov ) Marion Rogers, Jean Hoke, Bevann Schnebly 3. Chiapanecas Mexican Regional Dance Glennyth Woods and Isabel H arrison 4. Hopak Moussorgsky Eleanor Boothe Jean Hoke, Bevann Schnebly Marion Rogers 5. Moment Slav Dvorak Kathryn Mullowney 6. Galop Strauss Mary Day and Ensemble PIANIST CHOREOGRAPHY MARY REYNOLDS LISA GARDINER � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe. Click on <a title="Playbills & Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills & Programs Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 3 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Lisa Gardiner Ballet Date A point or period of time associated with an event in the lifecycle of the resource 1942-04-11 Identifier An unambiguous reference to the resource within a given context Bx1-30 Description An account of the resource Program of The Lisa Gardiner Ballet assisted by Kathryn Mullowny Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7d49441985bd172fa2f1e3347c840713.pdf 329ff464ce6c27101ea4e5b32f00ba1d PDF Text Text ~-· . BENEFIT,.~S:ONCERT .. I • \'. .. . for ... · ALLIES -Wi\.R REL·fEp r \~ UNDER THE PATRONAGE OF LORD AND LADY HALIFAX t~i .,J,'f~ . .. .. , , ... and .. .,,.._.· ·-"' . . • ..• ·. RUSSIAN ..WAR REL~F ··· . - ....... ' .- .. .-. _,.. ~ . '"F 'i ~ _. · .,; --+ ~ ! .._. .. . .. '· "t• ~ , ~. • ~ i\. ":.- - · ~- .c: • A .~ -~:.~-. ~""''B~~i;;;.:~ :_ · :; " . .:t ':': .. !'; ,. .,. ~~ ' ' ·. · Qued ,(/did ~ . ~. ; ~ 1i~ -.;- ; ... .- . - · ·c _..,_ _ . . Wednesday, Ntay 20th 1942 1 . ·~ 't~ ... at .. . ~~>Saint John's College 1·• • • ...,;j �Program I. Overture to "Prometheus" II. Concerto for Piano and Orchest ra ni C minor B eeth oven Mozart lst movement -allegro Soloist : ALEXANDER KoUKL Y, '44 Conductor: R. \V. HUTCHISON, '44 . III. Concerto for Violin in D major 2nd movement- andante cantabile 1st movement - all egro Soloist: MRS. VIRGINIA MUTTER BENAC INT E RMISSION Mozart �Program IV. Fiv~ Choruses from "Oedipus R ex" for men 's voices, speaker, and two pianos 1. "Alas, beyond all reckoning " 2. "Glad message from the voice of Zeus" 3. "The Prophet wise" 4. Nobokou "Alas, 0 O edipus" Spea ker: CoNSTANCE HOLLADAY NABOKOV 5. "Look ye, who dwell in Thebes" At the pianos: ALEXANDER KOUKLY and ALVIN EPSTEIN INTERMISSION V. VI. " Caligaverunt oculi mei" a cappella mixed chorus Six excerpts from "Orpheus and Eurydice" Soloist: NATA~IE BODANYA Soprano of Metropo!itan Opera Company, w ith C horu s and Orchestra 1. " If h ere, where all is dark and silent" 2. "Aria : 'Go and with thy lyre' -Recitative and aria: 'The gods if they call thee ' " 3. Ballets Nos. 2 9 and 3 0 4. Aria : " A change now deceiving" 5. Aria with Chorus : " On these mea dows" St. John 's College C ommunit y Ch orus and Orch estra und er th e direction o f Nicola s N ;1bo ko v Vittoria Gluck �March 28, 1976 f I I ' I write this nostalgia 34 years after the / events.which occurred at that period when ~· I was a student at St. John's College and the author of this book, Nicolas Nabokov, was conductor of the male choir and the community chorus. Although~bued with the pleasantry of youth, those were, in all, not pleasant times. America was deeply wounded at ~earl Harbor in the middle of my senior year. We had been alerted to expect possible recourse from the Atlantic Ocean side, and we were located right on the ~~ __ 1 main tributary, the Chesapeake Bay. He were \f"""Wl"-"1 ~ a prime target for a determined terrorist attack from German. n~val v ~ssels if they 1had 1a~d.~~~ ~ the risk. Hi~\"1/ ~ ~crtc~ ~1 cl id J ~· w~. . . . , . ____, ( ~ U1- ~ ;.....,~ It was good to have othe things to occupy our minds. Certainly it was difficult enough to conc~ntrate on studies under the pressures of the ~1e and the uncertainties of the future. Music, as always, was my outlet. d program from ~ On the next page you will see theAfinal concert in which I performed. tXMX~MXM~X Previously we had done two concerts of mixed sacred and secular music. This final one,~ under the auspices of Lord and Lady Halifax, J he then the British Ambassador to the Unite~ States, [ was on o the mos enjoya e from the performer~ viewpoint ~ This was a concert by the complete community chorus and orchestra, with participants drawn from the Annapolis ~ ~~ ~~~~~ .XXI~X*~~XXXx~XI~NX~XMa~XX plus the male chorus of the tC1 ollege. The orchestra conductor on at le~st one selection ~ a student as was the piano so ~ st. RXXMXXX We had a~our-stripe Navy captain playing clarine ~ sitting beside a nine-year old boy, also playing clarinet. Our violin solist was a Navy wife, and our soprano soloist, Natalie Bodanya, of the Metropolitan Opera Company, was Mrs. William Gorman, wife of a professor of the �~llege. r~ l ~ -2- - ·\-k\·l vy' RehearsalsA began just after the ~hristmas vacation, in early January, and helped considerably to ease the post •Christmas let down. The music began to emerge into something ve~y attractive , especially the Orpheus . Solo vocal parts in the Orpheus wer e played on a clarinet or flute until Natalie returned from N~~ork ~ : ~ in early April, -when her season ' s ·work wi th the *~ was finished. ~ we fi'?st-tnfa;d that magnifice t ( voice J<, ing the solo parts in Orpheus it was as •t-It" ~ all of us were lifted from the chairs to our feet. Thereafter we .did all xl* of the accompanying parts in rehears ;}) standing. -·- ........... • • \. t M r. Nabokov (or Nic~~ as we called him) was patient, for we were definitely not a professional group and had verytew trained voices in the chorus. You will confirm this on page 207. We tried , and if we were found wanting, we simply add "mea culpa." and other students IAspent several pleasant Sundays at the home of Bro and Mrs . Gorman (Natalie Bodanya and her husband), listening to musical artists perform, and on one occasion she invited me to sing the bass part with her to a duet in Mozart ' s XMX~~~ Die Zauberflb'te (The Magic Flute). \'fe were --:.:!':.-accompanied on the piano by a young, pr o mising ~.~ ill\. pianist, Leo Smit (page 198) . I_w ~ reminded of .~ the musicales I xax•x a~ ended in salons of Vienna and Salzburg, many years later. On another occasion, at a formal dance, I was intro duced by Natalie to Lawrence Tibbett, then and for many years before and after, a leading barit one at the Metropolitan . The three of ~ s enjoyed ·a long• ~ con.versafio~ c~mc:rn ~ng opera an~ lieder . 'n~'\f d.'" .U (I..J t t.•.,.d ~ ·~· • r: ......._. , I '].hu.s.., e were not strangers to Natalie when -N.,..,It. ~ she sang with us, for she had studiet German with .~v ~ before leaving in 1941 for~ Metropolitan ~· season. Then too, our c+ass r woufay - s1 her young son ; as r eq uired . ~v e regarded this lovei'ly person, and ma gnificent artist, as one o f our claSS JV'I a ·t a.~ , \ •.,J 'J , .____,c;_...,. �- 3If Mr. Nabokov seems a little petulant with what he found at St . John's he is probably justified. Untimely snaf tched from 'the glorious aur~ of the imperia ~ Russian elite to penury in a Paris garret ~ , all as a result of havt ing been birthed in a per ~~h£n atavistic connections to royalty were unpopular, but suddenly criminal , he bore his fate with admirable fortitude and classic dignityo We were, after all, a small college., also somewhat revolutionary in educational outloo~ ut;[like Nick , tenacious , unyielding, and abo~e aQl, courageous. As I look back up on those years one might believe, f r om the ab o ve descriptions , that they ~e ? ! of my life. At the time , they were, for it was 'that I had and what I was enjoying to { l the best of my ability amidst a world gone (}J>-- schiz~phrenic . c Hould I care to repeat. them? No, not for ev ~ n a recoup of all the years intervening, because there is a false II~«IX euphoria, adumbrated by the aging process, which dece~ves us into beliving that youth, like , Candide's best of all possible worlds , is the best of all possible times . Bo th, of course, are completely wrong . ) , ~ I •I \ Ahk: ,b.-; . (1 l q '7~; . ( f\£0-0 l{o~t( I f~tc lc ( d(eJ . ,. T cWJC'S ~ r~d· erce.( (e~+ ~~~(C.,((L, "'-1 0~ cf-/ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe. Click on <a title="Playbills & Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills & Programs Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 6 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Benefit Concert for Allies War Relief Date A point or period of time associated with an event in the lifecycle of the resource 1942-05-20 Identifier An unambiguous reference to the resource within a given context Bx1-31 Description An account of the resource Program of the Benefit Concert for Allies War Relief under the aptronage of Lord and Lady Halifax and Russian War Relief. Guest artist was Natalie Badanya. In addition is a letter dated March 28, 1976 by one of the performers from the college. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/04d409b8d46a46395b4219bd5a1ea2f2.pdf 2695d95cd13010a70f9745c231986556 PDF Text Text ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND 1696-1942 COMMENCEMENT EXERCISES TUESDAY, JUNE NINTH NINETEEN HUNDRED FORTY-TWO �Candidates for Degrees Program ACADEMIC PROCESSION FROM McDOWELL HALL BACHELOR OF AR TS Rite INVOCATION The Reverend Joseph Winfree Smith ANNOUNCEMENT OF PRIZES AND A WARDS The President of the College READING Alexander Meiklejohn Lecturer of the College WILLIAM ALEXANDER BARR. . . . . . . . . . . Proffit, Virginia THOMAS LINWOOD CARTER. ........ . . Severna Park PAUL RINGGOLD COMEGYS. ...... . Millington ERNEST JEAN HEINMULLER ... . . . . . . . . . . . . . . . . Easton LEE MARCHANT MACE . . ...... . . Annapolis HIRSCH NADEL . . . . . . . . . . . Baltimore CHARLES ROBERT SUTTON. .. Baltimore Cum Laude ADDRESS TO THE GRADUATING CLASS CONFERRING OF DEGREES BENEDICTION Stringfellow Barr Fellow of the College The President of the College The Reverend Joseph Winfree Smith ACADEMIC PROCESSION TO McDOWELL HALL PAUL THEODORE BEISSER, JR. . ......... Clayton, Missouri WARREN CONKLIN BoMHARDT. . . . . . . . . . .. Baltimore WAL TON BOSWELL CHILDS . . . . . . . . . . . . ... Baltimore ROBERT TAYLOR EVERETT, JR . . . . . . . . . . . . Annapolis JOSEPH CHRYSOSTOM HOFMANN, JR . . . . . . . . . . . . . . . . . . . . Baltimore BRYCE DUVAL JACOBSEN . . . . . . . . . .......... . Towson JOHN HENRY MussETTER, JR. . ...... ... . .. Germantown ALBERT ANTHONY POPPITI. . . . . . . . . . . . . Wilmington, Delaware Magna cum Laude WILLIAM ALBERT DARKEY, JR. JOURNET GORDON KAHN Reception and Luncheon in Randall Hall for Graduates and Guests of the College . Cumberland . ... Baltimore MASTER OF ARTS RALPH BORSODI . . . . . . . . . . . . JOHN OTTO NEUSTADT. ........ Suffern, New York . . . . . . . . . . . Annapolis �ST. JOHN'S COLLEGE ANNAPOLIS, MD. The diploma for the Bachelor of Arts degree reads as follows: COLLEGII SANCTI JOHANNIS ANNAPOLIT AN! APUD MARIOPOLITAS Nos Praeses Decanus et Professores Collegii Sancti Johannis in Marylandia testamur (name of candidate) probum et ingenuum Adolescentem humanioribus Litteris Philosophiae et Eloquentiae apud nos feliciter incubuisse; ac postquam Curriculi sui Spatio peracto in Aula nostra, coram Curatoribus multisque aliis Civibus dignissimis ad Examen revocatus, se in omnibus hisce Studiis satis versatum abunde comprobasset, ex Curatorum Mandato in Publicis Comitiis (date) celebratis BACCALAUREI ARTIUM Gradum esse consecutum. In cujus rei Testimonium his Litteris majori Collegii Sigillo munitis Die Annoque praedicto nomina subscripsimus. Following this formula, the President of the College awards the degree in these words: We, the President, the Dean, and the Professors of St. John's College in Maryland, bear witness that these youths, tried and true, have happily applied themselves among us to humane letters, philosophy, and eloquence; that they have passed the period of their course in our halls; that they have been called to examination in the presence of the Trustees and many other worthy citizens; that they have abundantly proved themselves well versed in all these studies; and finally that, in accordance with the order of the Trustees, in this public session on the. . . . day of. . . . in the year of Our Lord. . . , they have reached the degree of Bachelor of Arts. In witness of this, we have on the aforesaid day and year subscribed our names to these letters, which have been confirmed by the great seal of the College. �Honors and Prizes To the student excelling in seamanship, the Alumni Trophy. . . . . . . . .. . . ... ERNEST JEAN HEINMULLER To the member of the Freshman Class who has made most progress intellectually during the session, the John Tompson Mason Awards of $5 0.00. Offered by an anonymous friend of the College. . .......... HAROLD MILBOURNE BOULDEN To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green Prize of $10.00.*. .CHARLES ARTHUR NELSON To the student who has exhibited most all-around leadership, the John Tompson Mason Awards of $5 0.00. Offered by an anonymous friend of the College. . . . . . . . . . . .... ALBERT ANTHONY POPPITI To the member of the Senior Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge Walter I. Dawkins. . . . . . . . . . . . . . . . . . . . . . . .. ROBERT TAYLOR EVERETT, JR. To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JOURNET GORDON KAHN Governors. *Awarded for the academic year 1940-1941 to . . . . . . JOHN HENRY MUSSETTER, JR. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. The College Archives holds programs and/or addresses for the following years: <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present </li> </ul> Click on <a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the Commencement Programs and Addresses Collection</a> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 5 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 1942-06-09 Description An account of the resource Commencement Exercises. 1696-1942 Identifier An unambiguous reference to the resource within a given context Commencement Exercises from 1942 {1942-06-09} Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Title A name given to the resource Commencement Program, 1942 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/558694b58c19aa8951802e0971d3ebcf.pdf e6892bf33f5bc09c0f81267d7337f56e PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND JULY, 1942 Founded as King WiIJiam's School, 1696 Chartered as St. John's College, 1784 �ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND JULY, 1942 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �BOARD OF VISITORS AND GOVERNORS THOMAS PARRAN, ]R., Chairman Vice-Chairman Secretary ROBERT M. HUTCHINS w. FRANCIS PICKENS MILLER, CLARENCE RICHARD F. CLEVELAND, CoLBY M. CHESTER F. STRYKER AMOS F. HUTCHINS HAROLD EDWIN ScoTT BucHANAN wARFIELD, JR. BEARDSLEY PAULL. BANFIELD ROBERT 0. LINDER R UML HERVEY ALLEN BONNELL WILLIAM J. FRENCH STRINGFELLOW BARR HENRY F. STURDY �REPORT OF THE PRESIDENT Five years have passed since St. John's College introduced its present program of instruction. During that time much has been said and written about the College's radical reform. Some of what has been said has exhibited extraordinary insight, both into the St. John's Program and into the state of liberal learning in America today. Inevitably also, much has been said which was simply misinformation about St. John's College, yet has been unconsciously revealing of American opinion concerning liberal education. It would seem proper to lay before the Visitors and Governors in some systematic form the principal misapprehensions concerning the College's purpose and the means it has adopted to carry out that purpose, both because they are the natural interpreters of the College to the outside world and should know the points which most need interpretation, and also because one may well record, at the end of these five years, what the comments of that world have been upon the assumption of a task which American colleges had for decades refused to assume. The history of the College for the past five years has acted as a catalytic upon the confusions implicit in contemporary liberal education, has indeed made more explicit, confusions which every college trustee might well consider. There have been two main classes of misapprehensions. On the one hand "conservative" educators have argued for the "tradit ional" elective system in our undergraduate colleges against the " novel educational experiment" which St. John's supposedly started. St. John's had restored a kind of education that has more than two thousand years of teaching experience back of it compared with the elective system's century or less. The liberal educators, on the other hand, welcome what they call novel experiments and took the St. John's Program to be one. In general, the conservatives have found in the St. John's curriculum all the things they fear, and the liberals all the things they always hoped for and never found elsewhere. The conservatives have feared an intellectual coup d'etat under papist auspices . Was the College not requiring students to read St. Augustine, St. Bonaventura, St. Thomas Aquinas? And were not these theologians Catholics- at a time, it is true, when the choice of Protestant churches was lamentably restricted? Were they not dog- �with those three questions in mind: Whom is the St. John's Program for? What does it do for them? What chance has it of surviving? "Only the brilliant student need apply to St. John's for admission, and in any case only he would profit by studying there if admitted." As a matter of fact the Dean of the College has through~ out the five years, and as a matter of educational policy, admitted freshman classes that exhibited what educators often call a bell curve. That is, he has admitted a few freshmen who had averaged "A" in high school, a few who had averaged "D", and a goodly . proportion of "B's" and "C's." For the first five years the entrance requirements the College had for a long time been using, fifteen high school "units" and the principal's recommendation, were continued, not because the Dean attached much importance to them but because he did not wish to recommend more appropriate requirements until the faculty had had enough experience teaching the Program to draw them up wisely. This year the War precipitated action that might otherwise have been postponed for two or three years longer: the faculty substituted for a high school diploma its own entrance examinations, examinations designed to insure as far as possible that the incoming freshman had the relevant preparation while at the same time enabling him to enter the College early enough to graduate by twenty. Although the military draft precipitated this action, there is reason to hope that the College will feel justified in continuing to graduate its students by twenty, even after peace comes. Certainly an efficient system of school and college should accomplish more for a student by that age than the present system achieves by a considerably later age. The Visitors and Governors will doubtless recall that the new entrance examinations cover algebra through quadratics, plane geometry, one foreign language and-what innumerable college matriculants and some graduates from our better colleges no longer possess-common school arithmetic and English grammar. A boy who understands those subjects should profit by studying at St. John's. There is, however, one requirement which the bulk of matricu-, lants in our colleges do not meet: the boy that enters St. J ohn'S\ must desire a liberal education seriously enough tQ face tasks he did not choose and to work harder upon them than he would need to work if his only desire were to secure a bachelor's degree from a leading American university. This last requirement keeps more boys from 1 1 applying to St. John's than anything except misinformation about it, or misinformation about liberal education. But mediocre abilities have not barred applicants. 3 �"Only students with private incomes should enter St. John's since the College does not prepare boys to earn a living." Almost none of the present student body now have, or may expect to have, private incomes. They did not of course come to St. John's to prepare for a specific job. St. John's is not a business school, not a professional school. It is concerned to awaken and discipline and render genuinely usable the intellectual powers of its students. It assumes that many of them will upon graduation enter a business occupation, in which case they will learn the job from those already on the job. This is the way most bachelors of arts in the United States, who earn bread today, learned their jobs, not by taking "practical" college courses. In fact, alumni surveys indicate that few undergraduates "major" in the field in which they later earn their living, for the adequate reason that life is much more surprising than most colleges realize, and the average undergraduate cannot predict how he will eventually earn his living. In short, most persons still learn their business ·the way their great-grandfathers did, by the method formerly known as apprenticeship. Tho~e who have first learned to think make the aptest apprentices. However, certain of the learned professions, theology, medicine, law, engineering, and others, require of their apprentices that they first get specialized theoretical training, usually though not invariably in a school. Some of the best of these professional schools require of those who enter them a bachelor's degree, in an effort to guarantee that those who study for a profession shall first be educated men. They are usually disappointed in their guarantee and are loud in saying so to the liberal arts colleges. The graduates of St. John's go to professional schools just like other college graduates, except that they have learned first to handle more difficult problems than the elective system requires students to handle. The medical schools offer a special problem, since, despairing of getting educated B.A.'s from the colleges, they have passed over to the colleges, under the term "pre-medical course," some of the professional training which medicine requires. The graduates of St. John's are entering good medical schools. Certain graduate departments in our universities, notably chemistry, do not insist on a liberal education but do insist on several years of undergraduate chemistry. No college could hope both to assume this professional responsibility and give its students a thorough liberal education, and St. John's does not try. It has never tried to "meet requirements" but to give a solid education, .and really good graduate and professional schools are but too glad to get what they originally hoped the colleges could give. 4 �The "practical" benefit of a liberal education is to enable young men to think clearly and imaginatively, to display versatility and adaptability, and the onlY- known "course" in these valuable qualities is what men once called liberal education. The qualities are still eagerly, if vainly, sought by those in responsible positions with difficult personnel problems. Only recently have many Americans assumed that knowing how to think better would be a handicap in earning a living. "Poor boys need not apply, since there is no student aid, and since St. John's is in any case a community of 'gentlemen' with a high standard of living." There are of course many poor boys at St.John's, earning a part of their education by the usual college jobs and receiving the rest as a free grant. The standard of living is conspicuously simpler than in most well known American colleges. "St. John's teaches no science, only the classics." St. John's is, I assume, the only college of liberal arts in the country that will not grant a degree without four years of laboratory work, three hours a week for freshmen and sophomores, six hours a week for juniors and seniors. It is true that the purpose of this laboratory work is not to train professio_n al chemists or physicists or biologists but tol \ v discipline the student in the kind of thinking that goes on in those_; subjects by working in those subjects. St. John's is concerned, not primarily to teach laboratory rule of thumb but the reasoning back of the rule. It is moreover concerned that students should understand the great v revolutions in scientific thought, whether in ancient Greece, or in contemporary Europe or America. In the last formal lecture he ever delivered, Sir William Osler argued indeed for the value of Greek classics to liberal education but demanded that we study not only those called "humanistic" but the giants of Greek scientific inquiry as well: Democritus and Archimedes, Arista,rchus, Hippocrates, and Galen, and the scientific works of Aristotle. For there are "classics" in science as well as classics in poetry or philosophy. There are books which are classics and there are laboratory instruments which are also classics. "St. John's teaches no modern books, only the Greek and Latin classics." The books used at St. John's are of course the great books of the Western tradition, regardless of time or place. In time they range from Homer to living authors. Fortunately not all the great classics were written by Greeks or Romans. "Are students required to 'believe' Aristotle or St. Thomas Aquinas?" No, nor Freud, nor Marx either. Students are discour5 �aged from believing or disbelieving books they have not read or do not yet understand. They learn by daily experience how irrelevant this question of believing or accepting or subscribing usually is. Those moderns who accept, or refuse to accept, Aristotle, without knowing what he said, are not in a happy position intellectually, although their ignorance of the nature of their position usually leaves them tranquil. "The abolition of the elective system at St. John's leaves no room for the great specialist, no room for research, without which teaching itself decays." Leaving aside the rather obvious fact that most great specialists in our universities tend to pass on undergraduate teaching to their less distinguished colleagues, it is true that the faculty of St. John's are far too busy learning how to move through the same unspecialized areas of human knowledge through which the authors of the great books moved, to carry on much specialized research in the contemporary academic sense. It is equally true that the research that they do undertake is chiefly concerned with the recovery of understandings which the specialized scholar has now lost. How easily this loss could occur is obvious to anyone who reflects that the greatest minds of the Occident were rarely content to operate. in what a modern research scholar calls his field. Finally, it is worth observing that though modern research has indeed been used as the only available antidote against the bc,~·edom of teaching elective courses to undergraduates, that antidote is not needed by a faculty constantly occupied with the greatest books in all fields which our civilization has produced, and with helping undergraduates to understand them. "Undergraduates cannot read some of the books on the St. John's list." The heavy word in this sentence is the word "read." If it means master, the statement is not only true but a bit obvious. Some of the books on the St. John's list are not in a certain sense mastered by the faculty, nor perhaps by anybody. It is one of the characteristics of William Shakespeare that just when one feels one has really seen all the meanings in a given tragedy, a new implication appears. That is presumably why grown men, even learned men, do not object to reading and rereading Shakespeare. But the other great authors of our civilization exhibit the same inexhaustibility. If "read" means to understand to some degree and with immense intellectual profit, then the books "read" at St. John's are quite genuinely "read." Some of them, like ·Newton's Principia, have to be read in the British university sense: that is, studied line by line and toiled over at the blackboard. But they are read. 6 �The levels of understanding by undergraduates of different capacities vary more widely than the levels of understanding in dealing with a modern textbook. But the different levels increase in depth, and that is the reason for the reading. "Undergraduates cannot read so many books, since whole graduate courses are built around one or two of them." Again it depends on whether a man has read Dante when he knows what he says and can discuss it intelligently, or whether he has read him only after mastering the philological and historical apparatus employed by Dante Clubs. It depends on whether one seeks to become a Dante specialist or whether one uses the experience of reading Dante's poetry as one of the means of increasing a young man's understanding, in short, of educating him. Finally, it is quite probable that the required books at St. John's are less numerous than the books the average American undergraduate reads during the four years it takes him to thread his way through the maze of elective courses. It is more than probable that they are better books and therefore more worth his precious time. "Undergraduates cannot master four languages, yet St. John's requires every undergraduate to study Greek for one year, Latin for one, French for one, German for one. Why not study one long enough to master it?" St. John's is not concerned to turn out Hellenists or Latinists or French scholars or German scholars. It is concerned to acquaint its students with Language. It is concerned that its students should learn to use their mother tongue, in most cases English, with more discrimination and with greater effect than American college alumni now can. For Language is a basic _instrument of human thought. Normally, dull and slovenly language is recording dull and slovenly thinking. Even if the thinking is not dull, dull language cannot adequately convey it to others. This is as true in writing a business letter as in writing a piece of literary criticism. But to study Language in general, it is wise to study a sample language. Foreign languages are better for this purpose than one's own language, because they command a stronger quality of attention. Ancient languages are peculiarly adapted to exhibiting clearly the problems of all Language because they are highly inflected and the joints show. French and German have the advantage of being easier to learn to read directly without translation. Like Greek and Latin, they have the added advantage of being the vehicles of some of the greatest thinking of the Western world. For the end in view at St. John's, the comparisons between the four languages studied are of high pedagogical value. Neverthe7 �less, there is nothing sacred about the number four. Provided the end were kept clearly in view, the same job could be done with two languages or even one. The decision to use four was a purely practical one. "The object of the St. John's Program can be better achieved by a survey course in the intellectual history of the Western world." Not if this means substituting for the products of great minds condensations or commentaries by smaller minds. The American college professor, by the way, has no reason to feel insulted if his mind is considered smaller than the greatest minds whose products have come down to us. His mind can become less small if he associates constantly through his study and reading with minds that are really great. So can the minds of his students. "How can an undergraduate read a great book, say Machiavelli's Prince, without having first been given the background of the book: the Italian Renaissance, a course in painting, or the history of the Italian city states?" It is a modern superstition that a book like the Prince is inaccessible except to those who "have read up on the period." It is accessible to anybody who reads it attentively. Far from requiring a historical background to make good sense, it is one of the documents without which the so-called background makes very little sense indeed. Additional information, shedding light on Machiavelli and sometimes on his work can be multiplied almost indefinitely so long as our larger libraries hold out. But Machiavelli will remain intelligible, alone and unaided, so long as ordinary human experience holds out. Finally, most contemporary attempts to do a "thorough" job on Plato or Rousseau turn out to be based on the professorial assumption-in the context of contemporary education, curiously self-verifying-that no man reads an important book a second time after he has graduated. In so far as the alumnus does not read important books, he is quite simply another expensive educational failure. I am aware that he normally feels he lacks the time and I am equally aware of his frantic efforts to kill the time he could use re-reading the great books he first read in college, if indeed he did. "There is no course in American · history given at St. John's." In fact, in June 1942 the New York Times conducted a survey that disclosed that only eighteen per cent of our colleges require such a course for graduation and only twenty-eight per cent require it for admission. The Times reported that many educators were horrified by this disclosure. St. John's is not. It is horrified by the fact that American liberal arts colleges no longer supply the kind of educa8 �tion that made that history possible. As for the history itself, there are extant many readable versions of it, and there are countless Americans who have learned more about the history of their country from the sort of reading educated men and women do than can be learned in an undergraduate course. In terms of understanding America, it is far more shocking not to have read the Federalist papers than not to recall what happened in McKinley's administration. "St. John's is too intellectual. It is concerned with reading and thinking and talking, but it does not educate the whole man." It happens that colleges can best help the whole man by strengthening his intellect, as hospitals can by healing his body, and restaurants by feeding his stomach. St. John's thinks it important to discriminate between these social functions. It is true that it operates an infirmary and a dining hall, but its central concern is with the minds of its students. It also has a very lively athletic system, although it will have no truck with intercollegiate competition in its present form . It sings, it dances, it boats, it even goes to the movies! But it does these things in order that it may do better the job it was chartered to do: develop the intellectual powers of young men and teach them the means of continuing their development for life. I ts " college life" is organized around its instruction, not vice versa. It is not a club . " St John's is not concerned with 'creative' work or with the fine arts." St. John's is deeply concerned about the fine arts, but it is quite true that it has made really effective educational use of only one of them: music. It would welcome a good solution by which other fine arts might support the libe~al arts. It has not to date found such a solution and it would be quite unwilling to substitute for a genuine solution any schemes that contemporary colleges have to date set up. "St. John's does not cater to individual differences in its students." The College does not believe that young men can afford to focus upon their peculiar aptitudes before getting a basic, sound, general education. Such an education, is the common need of all free men. With it, differences in personality are rendered significant. Without it, such differences become mere eccentricity. Those persons best learn to "express themselves" who learn to express ideas; and they can learn to express ideas by essentially the same method by which children can learn to talk well: by listening to adults who can already talk well and by talking with them. It is true that the average St. John's student quite naturally puts more time on those aspects of human knowledge and inquiry which most attract him, 9 �although as he develops, the area frequently shifts. What he is not allowed to do, and what the elective system encourages, is to blackball whatever he finds difficult, thereby maiming himself intellectually. The elective system operates pretty much the way our political elections do; and James Bryce noted decades ago that the American electorate does not so much choose the man it wants in as vote against the man it wants out. Students do not so much elect what interests them as dodge what frightens them. Intellectual muscle, like other muscle, depends on a balanced ration, not on a diet of favorite dishes. This is a hard truth for many of our progressive educators, but one with which educated men everywhere are quite familiar. "It is too early to tell whether St. John's has the answer or not." It is somewhat doubtful if there is an "answer" to have. But there is long human experience back of the teaching which St. John's is doing. If by "answer" is meant the ability of the College's graduates to "make good," St. John's would have to reply that no selfrespecting educational institution would consent to measure the worth of its work by the average size of its alumni's incomes. That the graduate who has learned to think will find many things easy that the man who cannot think finds painfully difficult, is obviously true. But history does not record a necessary correlation between material success on the one hand and intellectual and moral worth on the other. We should recall for our good, now and then, how many of the world 's great men were "failures." Any educational institution whose faculty can practise the liberal arts is capable of detecting whether its students are learning to do so. It does not have to "wait ten years" before "evaluating" its work. On the other hand, it cannot guarantee even an educated graduate against war, famine, earthquake, or other catastrophes. Nor can any other institution. All a college can do at the .best is, not to guarantee its alumni from catastrophe, but to teach them how to meet catastrophe. If the present war cures our colleges from trying to guarantee comfort and prosperity to their graduates, it will not be fought wholly in vain. If it can teach the colleges that what our country asks of them is not successful alumni, but useful citizens, our victory will be sweet. War can cause anguish, and anguish sometimes brings contrition, and contrition is a fair start towards understanding. "St. John's has a good curriculum but is about to collapse financially." This practical prophecy the Board will recognize as based on tangible, if dated, evidence. Just previously to the introduction of the present curriculum, those who knew the affairs of the College 10 �had every reason to fear its imminent collapse. The determination to exploit educationally that near-catastrophe in large part made possible what St. John's is and stands for today. I believe the Board will agree with me that the vitality of the College springs in great measure from its resolution in 193 7 to tackle the job without money, do the job, and call for help. That this call has been generously heeded sprang, I ain convinced, primarily from the fact that the College was doing the job, not offering to do it if somebody would make it safe to do. The risks it then took have served ever since as a pledge to its friends that it meant business and that its financial needs reflected carefully chosen means to a clearly envisaged end. But on this problem too it is worth . our avoiding the childish fallacy I have just ascribed to colleges in general. Just as they cannot guarantee their graduates an income or even physical survival, so neither can any institution guarantee its own survival. Those of us whose picture of the world was formed before 1914 sometimes have to pinch ourselves to recall that a large part of that snug, successful, comfortable civilization lies in ruins about us and that the rest of it is fighting for its very life. Today it ill behooves a college of all places not to recognize that its first obligation is not security but performance of duty. It can be prudent in fitting means to end; it cannot play safe as an educational policy without forfeiting the right to the very means it seeks at all cost to guarantee. That St. John's has prospered during the past few trying years is due not merely to good fortune but to its courage as an institution in meeting its responsibilities. That courage and responsibility have attracted support from men and women able to recognize those qualities. "St. John's will not collapse financially, because it is operated by the University of Chicago, which will look out for its material needs. But since it is an experiment conducted by that University, it is not a free agent, and may come to an end when the experiment has yielded publishable findings." Of all the misapprehensions listed in this Report this one was once the most widespread. Although the College has never been in any way connected with the University of Chicago, it is easy to see where this particular legend started. The President of the University of Chicago joined our Board when I became head of the College; he was for a time Chairman of the Board: he still is a member. For years he had publicly advocated the sort of education St. John's is giving. Perhaps more important than that was the assumption of the average newspaper reader that 11 �there must be a connection of this sort: otherwise the College would not dare to push ahead. In short most members of the newspaper public, who did not predict financial collapse, assumed as the only other plausible hypothesis that Chicago money would keep us from collapse. For the colleges have taught the public not to expect action without advance subsidy. I tried to tell the story of an unsubsidized action in the July 1941 issue of the Atlantic Monthly. The Treasurer's Report for January 1941 fills in the gaps in that narrative. There is one last group of comments from those who recognize the vitality of the College and its work but find other reasons than its educational purpose and practice for that vitality. "It is special teaching methods that give the College life, not the subject matter it insists upon." Needless to say the College employs no teaching method that ·has not been used intermittently for thousands of years. "Then it is a specially brilliant faculty." We do not admit the compliment. After five years we have naturally become more competent to our task. One does not read the great books steadily year after year without being in a better position to teach them to undergraduates than even most leading scholars now are. But that is because of the work we have been doing, not because of our average intellectual capacity. We have, quite simply, re-educated ourselves for five years, and we have thereby repaired in part the deficiencies in our previous training. "The faculty of St. John's are enthusiasts, and enthusiasts can educate with any subject matter." I think I can report to the Board quite truthfully that with all the difficult problems the faculty have had to face, they have not had the additional problem of being enthusiasts. I once hired a housepainter who was an enthusiast and it was a costly business. I take it that good workmen incline to like their work, if only because it is, in proportion to their growing competence, good work. I think the faculty of St. John's now have felt this kind of satisfaction to a degree unusual for academic men of our generation. But they are far too busy to be what the word enthusiast suggests. Those who admire enthusiasts habitually conclude their diagnosis with a murmured reminiscence of Mark Hopkins on the end of a log. The anecdote has done American education much disservice by glorifying the living teacher and exempting us from listening to greater ones who were even wiser men than Mark Hopkins and who can still be summoned to our aid through the magic of the books they left behind them. 12 �The misstatements quoted above tell, it is true, little or nothing about St. John's, but by implication they tell a great deal about the state of liberal education in America today, about what most Americans think a college of liberal arts is and ought to be, about what kind of education Americans want for their sons. Let us sum up the misstatements in those terms. We Americans do not expect our children to be able by college age to read first-rate books and are content to have them read a few passages or a few of the great books in a special field and be told what is in the rest of them in survey courses. First-rate books are all right for the sons of our rich neighbors who can afford to concern themselves with the problems free men have always examined. For ourselves, we would rather our boy learned how to earn money and we believe that courses in a liberal arts college can somehow teach him to do so. Is not this the "age of specialization"? We have no faith that reading the first-rate will form the mind in any useful way. We believe that the world's greatest books are "culture" and we believe that culture is for the rich. We cannot conceive why a boy should study both ancient books and modern ones, both humanistic ones and scientific ones. Classics were written in Greek and Latin and are "culture." The up-to-date and the scientific are useful and true. Nor do we want · him to read medieval books, because even the greatest books of medieval Christendom are not worth reading unless you believe them. We are not convinced that the reading of great books would be more favorable to education than the reading of lesser books. The important thing is the teacher. He should be skillful and enthusiastic,- or our sons will become listless. What he teaches, provided it will be useful to making money, does not greatly matter. We Americans once provided liberal education in our colleges of liberal arts, a kind of education aimed at liberating the intellectual powers through discipline, and this aim is again the aim of St. John's College. But we were able to provide it for a very few of our sons. It is not true that we provided it for the rich only, but it is true that at the college level liberal education was thought of primarily as preparation for the learned professions. Since those days we have expanded incredibly the number of young men who "go to college." But we are not giving even those of them who propose to enter the learned professions, a genuine liberal education. We are trying instead to give them the specifically useful in a pitiful effort to prepare them against the utterly unknown demands of their future life. It is more than possible that the War and its aftermath will 13 �teach us the folly of t his substitution, will teach us how seriously our sons will need a more versatile preparation for living, how seriously we will need disciplined thinkers instead of college "majors." But I am in hopes it will teach us one more thing. I am in hopes it will teach us that if our modern industrial society is to be selfgoverning, not only must we restore the sort of liberal education that will prepare adequately for citizenship; we must set about making it available to all young Americans. That is a formidable task, but it is one that is worthy of the American tradition. If we propose to guard the freedom for which many of our fellow citizens are now dying, and if we expect to exercise it on the basis of a complex technology, we dare not aim at less. Once more, the comments and questions which have greeted the St. John's Program can be classified under three headings: What does liberal education do? Whom is such education for? What chance has it of surviving in our world? The answers to those questions are simple answers, even if they are difficult to understand for institutions which have for many decades not asked the questions. Liberal education frees the human intellect by disciplining its powers. It removes a man's impediments to the complete use of whatever thinking powers he may possess. Since to live well, since even to earn a living, requires a man to think, liberal education is the basic preparation for life. But it is a full-time job and cannot be carried on adequately by institutions that attempt simultaneously to give occupational training and- what they may call "practical" knowledge. That kind of knowledge can be speedily acquired, whether on the job or in a postgraduate professional school, by the man who has learned to think. It can be acquired only with difficulty and inadequately by the rrian who has not. The penalty which contemporary society has paid for omitting this basic sort of education is the multiplication of highly trained specialists, who are, fundamentally, uneducated men and who are inadequate to the varied responsibilities of life, whether as citizens, as husbands, as fathers, as friends, as soldiers. But since liberal education is the sort that enables each man to think as well as his native powers permit, it is by definition appropriate to all men. It is not for the rich alone, nor the intellectual elite alone, nor the gauleiters and commissars alone. A free society that limits it to a small fraction of its citizens, does so at the peril of its existence. And the effect which liberal education seeks is not the ability of graduates to " pass" a certain test but the completest possible realization of the powers to think, on the part of each human individual. By ignoring the ideal goal of universal liberal education, 14 �America allowed such education to transform itself into a training for white-collar workers and those who aspire to a white collar. Then, quite logically, since there are many honorable occupations in which white collars are not worn, America declared that it would be folly to give liberal education, that is white-collar training, to everybody. But true liberal education, of the kind American colleges stopped giving, is appropriate to any occupation a human being may properly perform. Since man's most specifically human powers are the powers of the intellect, the powers of understanding, the man who neglects to use and develop those powers does so at the peril of becoming a shrewd and dangerous animal. And since happiness depends on the full use of man's proper powers, those men who become shrewd animals do not become happy. The ultimate price of neglecting to free the intellect is bestiality. What chance has such education of surviving in our practical modern world? First, a glance at our modern world raises some doubt as to whether practicality is among its characteristics. Practical men do not treat such problems as peace, the distribution of material goods, or the education of their young, as we treated those problems in the twenties and the thirties. Secondly, the gloomiest fact about this question, whether true liberal education can survive, is that it should be seriously asked . To the extent that we know so little about it that we ask that question, it has already' ceased. Liberal education cannot of course be killed so long as human beings think. But it can be gravely weakened or postponed in a given place at a given time. What we mean by civilization, with its law, its science, its institutions, its art, is the product of the intellectual arts. To fight a war to preserve that product without taking measures to recover the arts that produced it is to misunderstand a basic fact. It is a fact which the Nazis, whom we have come so much to resemble, also misunderstand . It is that man was not made to support the social order but that the purpose of a good social order, like the purpose of liberal education, is to free the soul of man. STRINGFELLOW BARR Annapolis, Maryland, July, 1942. 15 �A BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ST. JoHN' s REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A CoLLEGE EDUCATION FROM 117 BooKs, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY " BooK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P . Martin, The Commonweal, December 31, 1937. A CR1s1s IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEw PROGRAM AT ST. JoHN's, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JoHN's COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JoHN ' s EXPERIMENT TO RECLAIM A LosT HERITAGE, by George Bull, S. J ., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QurnT AT ST. JoHN's, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JoHN 's PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. Reprints available. THE ST. JoHN's PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JoHN DoE GoEs TO ST. JoHN 's, by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JoHN's TO MARK HoPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. SocRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. 16 �THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FrnsT PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TowARDS A D1sc1PLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Association of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JoHN's, by John S. Kieffer, The Classical Journal, December, 1939. THE ART OF LiBERATION, by Stringfellow Barr, Character and Citizenship (Reprinted from Free America), January, 1940. How CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles," by Scott Buchanan in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLAss1cs: At St. John's They Come Into Their Own Once More, Life Magazine, February 5, 1940. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, May, 1941. Reprints available. A COLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July, 1941. Reprints available. CAUSE FOR ExcI'fEMENT, by Stringfellow Barr, Tomorrow, September, 1941. How CAN OuR SCHOOLS MEET THE WAR EMERGENCY? Radio address by Stringfellow Barr on "Town Hall of .the Air" Program, Detroit, February, 1942. APPEAL TO THE CoLLEGES, Radio address by Stringfellow Barr, Columbia Broadcasting System, May, 1942. Reprints available. WHERE WE OuGHT TO BE, Radio address by Stringfellow Barr, National Broadcasting Company, May, 1942. Reprints available. CLASSICS OF THE WESTERN WoRLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. How TO READ A BooK OR THE ART OF GETTING A LIBERAL EDUCATION. By Mortimer .J. Adler, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. How TO READ A PAGE, by I. A. Richards, W. W. N orton, 1942. Still more detailed techniques of reading. 17 �Copies of this Report may be had on request. Address : The Registrar, St. John's College, Annapolis, Maryland. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource The Bulletin of St. John's College was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 21 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Supplementary Bulletin, St. John's College, July 1942 Description An account of the resource Supplementary Bulletin, St. John's College, "Report of the President." Published in July 1942. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1942-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SupplementaryBulletin_1942_July President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ec1d790ee732b98e3c7e7eba11070614.pdf c74ffac4a76ec60fcae1d00d748400f5 PDF Text Text St. John's Collegian Vol. X XV No. 3 ANNAPOLIS, FRIDAY, OCTOBER 16,· 1942 Army Seminar PRICE: lOc discussions to the usual degree, but relatively little progress was made This week we asked Mr. Kieff er away from it, so that Mr. Barr, at the ' College Meeting last night followed to tell us about the experimental semiend of the term, felt that everyone had almost exactly the pattern which the nars held at Fort Meade during the enjoyed the meetings more than they war has apparently destined for it. It summer. Mr. Kieffer led a few of contained another explanation of how had learned from them . them himself and was present at those to keep out of the army by getting into But there were some ways in which conducted by Mr. Barr. it, a reminder of the long term and The librarian at the Service Club the seminar differed from those at St~ short term plan, and a sufficiently amNo. 3 . he explained, had managed to John ' s. The soldiers were more imbiguous hint that the College may n ot persuade the director of · special services mediately preoccupied by the war than be able to stay open through the w a r. that there was nothing intolerable we; they were profoundly concerned Sandwiched between the first and secabout talking ; so the ' first group got and confused about what it is that ond was a plea by Mr. Nabokov for togethe r earl y in June, with Mr. Ford kads men to fight . But no one quesmore active participation in the Brown as leader. Unfortunately, Mr. tioned the rightness of our cause or the Chorus. Rehearsals are Monday and Brown was soon called away by the necessity of our victory ; our war aims Friday at 5: 15 . navy. Mr. Neustadt took over for an were accepted without question but, Mr. K. W . Smith opened the meetevening. and after that Mr. Barr con- it appeared, not so completely undering by enumerating the various retinued for the remainder of the ten stood. However, the group seemed less quirements for the different reservesweeks scheduled. Meeting once a week, in danger of becoming Babbitts of the if you don't know what they are yet, the seminar finished the following great American Legion than most soldiers see Mr. Smith. The Navy and the books : the Odyssey, the Apology, the ' of the first world war; despite their Marines will be here on Thursday to Crito, the Phaedo, books II and VII uncertainty as to the real nature of the give their physical examination, and of Thucydides, Hamlet, King Lear, ·liberal cause for which they 'will fight. the Army Air Force will give their a Julius Caesar, Macbeth, _ nd Gulliver's There was, on the other hand, a ceraptitude test here next Tuesday beTravels. The librarian at Service Club tain restraint in the expression of opintween I 0 and I. Mr. Smith emNo. 2 also started a seminar, under ions which might appear a criticism of phasized that if a student fails the the direction of Mr. Kieffer and Mr. the army; nd one maintained a pacifist physical examination which is necesSchofield, but the men of the 7 6th position. One man, after having atsary before he can enlist in any branch division were on active training and tacked fascism, expressed doubts to of the service, he is then in no way too tired at night to come. So only Mr. Kieffer about the propriety of connected with the service branch in one group , at Service Club No. 3, con- what be had said. The army policy, which be tried to enlist. He is still a tinued to meet aI!d to read the twenty be explained, bas been to consider the civilian. copies of each book St. John's bad means of the war but not its end. Mr. Buchanan announced that the don;aed to the library. In any case, what was to be obMi.:. , Kieffer said there was nothing served, · both good and bad, among the language reading examination would parr.icularly surprising about the semi- members of the seminar was not be given on Oct. 20 , and the delayed nars: they were very much like those of necessarily typical of feelings among annual examination on Oct. 24 . He St. John' s freshmen , like, say, the first most soldiers. The experiment was then urged us to read newspapers very few meetings of the present j unior perhaps more interesting as a seminar carefully, and to remember that Conclass, man y of whom bad beeh to col- simply than as a seminar in the army ; gress is an inst itution dear to the They may seem lege before coming here. People ex- and Mr. Kieffer said that the most re- American heart. pressed, for the most part, the same markable thing about it was its ridiculous, but men deliberating important things always do. He also ill considered views. They ass igned similarity to those at St. J obn' s . .. , showed concern over the fact that studselfish and practical motives to all The hope of continuing the work is human actions and refused to believe ' not bright, for men in the service will ents seem very unenthusiastic about bethat Socrates, for example, gave up his be increasingly occupied with military ing drafted. The Dean was more conlife for any nobler purpose than to business and will have little time left cerned with the fact that they could achieve fame cir posthumous glory or over for other things. In any case the there use their knowledge on other people than with patriotism. He dosed ~; satis~y ~ o m e lo wl! wish to die. The experiment this summer has proved illwonom1c mterpretation of history, too, luminating to those who conducted the by saying that we should not lose sight as a . favorite at the reading of seminar and pleasant to all those who of our long term plan- educationhucyd1des. This naive cynicism, participated. It was, moreover, help- in our immediate concern, the war. College Meeting tr M r. Kieffer said, dominated the first ful to army morale. PETER WOLFF. �Page 2 ST. War Discussion By now the average freshman must be convinced that the conductors of the "Revolution: War and Peace" series are determined not to let the fact that the meetings are held on Sundays interfere with his intellectual travail. We say freshmen because we hope that by now the seniors have arrived at a stage where they consider it recreation to be furnished with the raw materials from which to fabricate their ideas, enjoying them doubly because they are their own product. But whether it be considered recreation or effort, the Sunday evening meetings seem to follow always the same course in this respect: The listeners enter King William Room wondering what the problem hidden behind a mysterious title is going to be, and they leave wondering what the answer to the problem is. Bad tongues will say that this is due to faulty rhetoric on the part of the orators; we like to believe that it is part of the St. John's educational program. Reviewing the situation briefly. we find that in the first lecture Mr. Buchanan convinced us all that we were revolting against an authority, adding that incidentally we'll probably never have a chance to find out what it is. Then Mr. Martin drove our inquisitiveness to its peak by assuring us in a very intriguing manner that he didn't know certain things which he obviously did. Last Sunday, Mr. Nabokov found himself confronted with the problem of saying something new about one of the most talked-about subjects of the past two years: The mystery of post-war France. He presented to us a number of highly intere.s ting facts and opinions, at the same time tempting us to find out how they were related to each other and how they could be put together to make an intelligible whole. Some of the points made are well worth mentioning: Mr. Nabokov, who has lived in Alsace and Paris for ten years, started out by saying that when we attempt to understand France we must remember that no other country offers such a striking contrast between unity and disunity. Every Frenchman is somehow closely bound to every other Frenchman, yet there isnot one France, but many Frances. ST. JOHN'S COLLEGIAN COLLEGIAN The rural, bourgeois, working, catholic, anti-clerical and intellectual Frances were discussed in more defail by Mr. Nabokov. Every one of them has interests clashing with those of others, hence the unbelievable turmoil of French politics after the last war. There was a general feeling that the Versailles · Treaty was disastrous and would bring back war sooner or later, yet no one government dared to take actions consistent with this feeling, because it never had a unified country in back of it. In the same way, everybody knew that social reforms similar to our New Deal were an imperious necessity, but the laws were never passed. (This explains the topic of the lecture: " The Thwarted Rev~ lution of France.") Talking about more recent events, Mr. Nabokov said that the essence of the drama of France was expressed in the emotions betrayed by the faces of her people during the tragic twelve hours of the Munich episode: Despair and weariness at the prospect of a new war, joy at the possibility of peace, and shame at its conditions. Mr. Nabokov believes that Daladier and Chamberlain were at that time truly representing the will of their people. He also reminded us that we who are so eager to blame France for her collapse should not forget that had we or England been in her place, we would have acted in the same way, and he concluded rather ambiguously: "I am sure that there is today a tremendous underground movement in France, but I am not so sure whether the French people want just an Allied victory." We doubt whether Mr. Nabokov was able to make history out of mystery for all of his listeners, but he certainly made the mystery more fascinating. K. W. P. Arts On The Lecture (It's just dawned on us that ther To consider Kant as having effected are some very funny things about th a Copernican revolution m philosophy · · . . · 'd C OLLEGIAN, and we take great prid (m t h at h e ts sai to b ave removed . m. the fact that we are at once the fun Go d f rom th e center o f t b e umverse · mest and least funny. You've no idei an d to h ave su b st1tute d man in His · . what a feeling of comfort it gives u p1 ) is, accor d'mg to M r. B uchanan ace · when we. take our. typewriter in ban1 a m1sun d erstan d'mg o f Kantian doc· ' • and begmW poundmg . these borrowe1 cnne. Tb e f ormula of subjective ideal. · · · h k . p ra~es. e now, m a cunous anc ism frequently applied to Kant, which certam dway, that none of our publi woo Id mamtam as h'ts pos1t1on the cre· · · · . g1ve a amn what we say, as oppose' auon of the umverse 10 terms of the · · . ·• . to our compamons on the staff wb1 categones o f t h e mm d under which · • . . are . m constant fear and trembling tha expenence,· m 1· h t o f such a creation · · 1g d . . t h eir wor s .are not fraught with im must occur can leave us with an under-' . . . · · posed mtentlons or mtended imposi. stan d'mg o f K ant on Iy m terms of what . tlons. We hate to feel like the Pharise wou Id b e ca II ed " con fl'1ct10g systems" · . m the Temple . but we do thank Zeu m t h e h' . . 1story o f p h'l osophy. I Mr. that we can wnte a .light-headed phras Buc h anan, ch oosmg to ignore the label · · . now and then without havmg on of " su b JeCt1ve. 1 ea 1· · · 'd ism, " attempted a . paramours second-guessmg as to ou presentation o f K ant as a philosopher · · . . . 10tent10ns of lovmg endearments.) · · . wh ose pro bl em is an understandmg of th · · Th ere are two films startmg .at . the umverse to be attamed through the . · · · Ioca I movie houses worth ment10mn• d'1sc.,very o f certam umt1es to which • • • -one d to Th seen, . the other .to b the apparent mult1plmty of the world be 1 'd avo1 e . e first 1s film version ol will conform. Ruth McKinney's book and play, My , .. Sister Eileen. Not only do we heartil1 Kant .umt1~s are five; first, the unity recommend it, but we stick thaat bat of expenence mferred from the manytered neck out to say it's the best com. ness of the objects of experience. ed) to come out of Hollywood in toc Every experience is one and complete; long. Although not quite as believ. ~here ar~ no gaps. n~r are there parts able as the book or even the play, th m expenence not umted to each other film has that same pleasantness ani to form a wh~~e. Secondly, time and (here we go again) charm. At th space as cond1t1ons of our perception Capitol beginning Sunday and later ir ~erve as unif'.ing principles by orderthe we~k at the Circle. mg ou r expenences in sequence. Third That second film is Cairo wirl are the categories of the mind which are Jeanette McDonald and Robert young the c~nditions of experience prior to We don't know a thing other thar ~xpenence and by means of which that about it. What's more, we' re no Judgments become possible; they are interested and can't think of a sing! grou~ings ~f the i~tellect under which reason why anyone else should be ~xpe~ience is e~penen~ed, so to speak. Cairo plays the circuit in reverse order o JU~gment is possible without the th<> Circle and then the Capitol. catego nes, and for every statement Thornton Wilder has written a new ~oncerning the universe the correspondplay, a comedy called The Skin of Ou mg categories which it employs may be . . found . It is through this third un1't Teeth. This one comes with scene!\ Y and Tallulah Bankhead. The . list 0 that a science of the physical world betheatre names involved in Skin of Ou co~es possible-we can know our ex· 't h I · F d · penences by means · of these categories re rt 5• • • T ee th IS qui e overw e mmg, March, Florene Eldridge, and Florene hince it is only under these categories . t at experience IS at all possible. R ee d as well as the mscrutable Tallu F lab. That woman with the chroni ~urtb is the unity of regulative chest cold was last seen in a terribl pnnciples, the concepts of purpose and Try-outs and recasting of the King William Production of Oedipus Rex will be held on Saturday, October 17th, at 2 p. m. in the Great Hall. Since the K. W. P. hopes to present the play at some date near ThanksClash by Night. We hope that Mr giving, it is imperative that all stud. . . ents interested attend. Important re- W tlder bas provided our favonte actrel with a vehicle suitable to her talentl adjustments must be made in the cast, More of this later. At Ford's in Bal as many people have left school who .more, f opening on Mondai or ti were in it before. week. caus.e and effect, not immediately embodied in experience as are the former .. unities, but remaining above experience as concepts which we may use in order to understand, although they are not the conditions of our understanding. The ideas of pure reason are the fifth unity into who~e realm the intellect may proceed, leaving behind the intuitions . of experience under the former unities and venturing uncritically (for there is no longer a criterion of judgment) towards an intellectual infinity. As evidence of the fruitlessness and futility of such a procedure we are presented with the antinomies, insoluble contradictions at which the intellect has arrived through right reasoning -and based upon premises equally satisfactory. That the mind by its own nature must arrive at a contradiction since it is at all times transcending experience (as evidenced in Greek tragedy) seems to have escaped Kan't notice. Metaphysics is tragic in the Kantian sense when the mind, bent on infinity, has transcended a criterion for its judgment and is therefore led to antin'omies ; in terms of pra·ctical action, it. .necessary transcendence of experience can be equally tragic. But these five unities are principles which order the world that we may know it. What is the problem of practical action for Kant and what is its solution? Kant, although accepting a determinism of the outer world, finds a moral world within man; his problem arises from this dual criterion of practical judgment which results in conflict. The solution must be, then, a unity of the two principles made possible by man's accordance with the universe when the laws governing the world are known. Man is free to act only when these laws are understood, for without such knowledge action is in conflict with the world and is, in that respect, impossible; true freedom lies in the subjection of man to the law since action is possible only under the law. Kant has adopted Montesquieu's definition of political freedom - a freedom from restraint in doing what one ought-the latter being determined by a knowledge of the laws. Thus, whatever one is free to do, one must do, since freedom implies accordance with the law which must be Page 3 practical will to the discovered truths. Mr. Buchanan's lecture seemed to be concerned mainly with a presentation of a statement of Kantian doctrine rather than with a critical analysis of Kant's work. A comment upon Kant's objections to the reason's transcendental operations would have been clarifying. Had not the question per~ iod been hampered by an unreal problem of the conflict of the "objective realism of St. Thomas" with the "subjective idealism of Kant.'' (a problem posed by those who insist upon seeing a philosophical system as true or false, which is to see it only as a system, rather than as a term of the truth in which all philosophies participate, and by those who insist that the intellect rest in a single work as true to the rejection of all else, as if, existing in time, one might in a given finite period of time grasp the truth in its entirety) such a comment might have occurred. JOURNET KAHN. Tonight Kant will again be the subject of the formal lectude-"Kant and the Arts." As a member of our faculty Mr. Hammond will speak for the first time this evening, though upperclassmen will remember from last year his lecture on Aristotle. Perhaps the most important thing the lecture can accomplish is to make clear the connection of the terminology of the ancients with that of Kant. Mr. Hammond has published some very interesting work on this subject. More generally, the lecture will be an . application of the distinctions between the liberal and useful arts to Kant's theory of knowledge -in other words a Kantian theory of morals. Sports It is urgent that anyone who has had tournament fencing would see Earl Bauder, Paca 203, as soon as possible. * * * * * STANDINGS-OCT. 17, 1942 9 :30 obeyed if any real freedom is to be Sophomores vs. attained. "What one can do, one must Seniors Juniors vs. do" simply means the recognition by Freshmen Lost Won the intellect of the determined order, T earn 0 3 the consequent recognition of the Juniors 1 2 limitations of human nature, and the Sophomores 2 resultant necessary submission of the Freshmen 3 0 Seniors I �ST. JOHN ' S COLLEGIAN Page 4 .Community Frolics at Saturday's Da nee Calendar St. John's College The dance, held in the gymnasium this past Saturday by the Cotillion Club, was, thought craftsmanlike, derivative, combining the influence of A rthur Murray with that of certain antique festival motifs. Friday, October 16: 8 : 3 O A. M. 2:00-3:15 P . M. 5:00 P. M. 8:00 P. M. In any his- torical perspective its importance was, to say the least, slight, and it is only in terms of particular contemporary Fri., Oct. 16 - Sat. Oct. 24, 19 Chapel Service Infantry Drill Chorus Rehearsal Formal Lecture - Kant and the A~ts-Lewis Hammond Great Hall Back Campus Humphreys Hall Great Hall Chapel Service Athletics Faculty Meeting. K. W . P. Try-outs Great Hall Gymnasium McDowell 24 Great Hall Recorded Concert Revolution: War and Peace. Series I, No. 4- Speaker to be announced Humphreys Hall King William R Woodward Hall Chapel Service Infantry Drill Chorus Rehearsal Great Hall Back Campus Humphreys Hall Chapel Service Infantry Drill Recorded Music Bible Class Great Hall Back Campus Humphreys Hall McDowell 21 Chapel Service Infantry Drill Bible Class Meeting of Cotillion Board Orchestra Rehearsal Great Hall Back Campus McDowell 21 Paca-Carroll Soci Room Humphreys Hall Chapel Service Infantry Drill Recorded Music College Meeting - Attendance Voluntary Great Hall Back Campus Humphi:eys Hall Great Hall Chapel Service Infantry Drill Chorus Rehearsal Formal Lecture-Mythologicus - John S. Kieffer Great Hall Back Campus Humphreys Hall Great Hall Chapel Service Athletics Great Hall Gymnasium Saturday, October 17: 8 : 3 0 A . M. 9 :30 A. M.-12:00 M. Analogically, one may say that the 10 :30 A. M. 2:00 P. M. fustian rhetoric of the piece, with its Sunday, October 18 : mores bacchic that it figures, rewards febrile and analysis. gyring, fobbed to a point those sedentary wor- 3 :00-5 :00 P. M. 8:00 P. M . shippers who find their alliance in the cult of the femme de chambre; while, viewed from the vantage point of an Eliot or a Dowson, secure as they are in the vessel of tradition, one may say that it was, anagogically, consumptive. The eschewal of saints and martyrs, however, need not embarrass our consideration of a work so profoundly at one with what has come before and what, barring the interference of world debacle, will follow after. Folly is innate, and joy difficult. It is necessary to protest, perhaps now less than ever before, the contention of what is in essence a political minority Monday, October 19: 8:30 A. M. 2 : O0-3 : 15 P . M. 5 :00 P. M. Tuesday, October 20: 8:30 A. M. 2 :.0 0- 3 : 15 P. M. 5 :00-6 :00 P. M. 7 :00-8 :00 P. M. Wednesday, October 21: 8:30 A. M . 2:00-3:15 P. M. 7 :00 - 8 :00 P. M. 7:30 P. M. 8:00 P. M . that an abandonment of traditional Thursday, October 22: usage or the encouragement of those 8 :30 A. M. 2 : O0- 3 : 15 P . M. 5 :00-6 :00 P. M. 7:30 P. M. among us who continue, in the face of natural urgency, to bivouac will in any way assist us to a solution of problems concerning, to use Plato's metaphor, the men of lead. I believe, therefore, that such work should be encouraged, in so far as it is usual and gay, and that the grander the grape the bigger the Friday, October 23 : 8 :30 A. M . 2 : OO-3 : 15 P . M. 5:00 P. M. 8:00 P. M. berry. Such lines as these are apt and revelatory: "The hand is quicker than the eye," or again, " 'Curiouser Alice." and Whimsy, they call it. curiouser.' Saturday, October 24: 8:30 A. M. 9 :30 A. M .- 12 :00 M. said THE ST. JOHN'S OOLLEGIAN is the official news or ga n of St . John' s College, published every Friday during the academic year. Entered as second class matter October 15, 1919, at the POit Office at Anna.polis, Maryland, under the Act of March 3, 1879. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. XXV No. 03 Title A name given to the resource St. John's Collegian, October 16, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942-10-16 Description An account of the resource Vol. XXV, No. 3 of the St. John's Collegian. Published on October 16, 1942. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication The Collegian